I am liveblogging the annual meeting of the Canadian Society for the Study of Rhetoric, which convenes officially in both English and French.
I listen to papers in French the way a small mammal receives food pellets from a machine. Every once in a while, a pellet appears, and I snatch it, and I get happy, but I have no idea how to assemble those pellets into a meal. I just hope for the next one.
My monolingualism shames me sometimes.
Moreso when I remember what it means to live in rich multiculturalism.
The drive to Banff gave me ample time to listen to Canadian radio,
1. Two stations played indigenous music, one from CBC (Canadian Broadcasting Channel), both with English hosts.
2. Three stations played French language programming. If it was CBC, I would not know, as I speak no French.
3. One station played some kind of Asian language programming. If it was CBC, I would not know, as I speak no Asian language.
4. Most other stations played what seemed like American pop, rock and country. A few played Canadian pop, rock and country interspersed with American pop, rock and country.
Three, possibly four languages broadcast to a community of a few thousand, more than 150 kilometers from the major urban center. People ask me why I miss the twin cities, and one reason is: I did not have to _try_ to encounter other cultures and languages when I lived in St. Paul. They were simply _present_.
Rhetoric CFPs & TOCs
Photo: Kristoffer Trolle (creative commons)
Tuesday, May 31, 2016
Wednesday, May 25, 2016
CFP Journal of Communication & Religion
CFP Journal of Communication & Religion
Call for Papers. The Journal of Communication and Religion publishes original articles that advance theory and research about communication in religious contexts. Articles are expected to use rigorous theory and methodology to develop insightful arguments that further knowledge, understanding, and care about the intersections of communication and religion. The journal accepts articles dealing with communication within the purview of any religion. Manuscripts should show strong scholarship, exemplary in its research type (either quantitative or qualitative). Writing should be clear, aesthetically pleasing, and effective. Its style should be gender sensitive. At best, articles will contribute to the stock of knowledge in communication and religion, offering insights that can lead to positive religious, social, and cultural change. Each article is blind-reviewed by two members of the editorial board and/or readers, as well as the editor. Suggestions for revision will keep issue!
s of argument, style, and contribution to the area of communication and religion in mind. The editor makes final publication decisions.
Author Instructions. Please submit articles as Microsoft Word attachments to an email addressed to jcr@duq.edu. Two files should be sent. One should contain a cover letter to the editor, with all of the author's contact information, current institutional affiliation, and the previous history of the manuscript. The second should contain a 100 word abstract and the manuscript itself, with nothing on it that identifies the author. Article formatting and citation should conform to the most current MLA, Chicago, or APA standards, depending on which is most appropriate for the type of article submitted. The papers should contain fewer than 35 double spaced pages, including notes and citations. Manuscripts submitted to The Journal of Communication and Religion should not be under review at another journal. Authors can expect an initial decision within four months; the editor will notify authors of editorial progress.
Ideas for book reviews should be sent to Dr. David A. Frank at dfrank@uoregon.edu.
Editor
Ronald C. Arnett
Department of Communication & Rhetorical Studies
340 College Hall, 600 Forbes Avenue
Duquesne University
Pittsburgh, PA 15282
Phone: 412.396.6446
Email: arnett@duq.edu
Book Review Editor
David A. Frank
Dean and Professor of Rhetoric
Robert D. Clark Honors College
University of Oregon
Eugene, OR 97403
Email: dfrank@uoregon.ed
Call for Papers. The Journal of Communication and Religion publishes original articles that advance theory and research about communication in religious contexts. Articles are expected to use rigorous theory and methodology to develop insightful arguments that further knowledge, understanding, and care about the intersections of communication and religion. The journal accepts articles dealing with communication within the purview of any religion. Manuscripts should show strong scholarship, exemplary in its research type (either quantitative or qualitative). Writing should be clear, aesthetically pleasing, and effective. Its style should be gender sensitive. At best, articles will contribute to the stock of knowledge in communication and religion, offering insights that can lead to positive religious, social, and cultural change. Each article is blind-reviewed by two members of the editorial board and/or readers, as well as the editor. Suggestions for revision will keep issue!
s of argument, style, and contribution to the area of communication and religion in mind. The editor makes final publication decisions.
Author Instructions. Please submit articles as Microsoft Word attachments to an email addressed to jcr@duq.edu. Two files should be sent. One should contain a cover letter to the editor, with all of the author's contact information, current institutional affiliation, and the previous history of the manuscript. The second should contain a 100 word abstract and the manuscript itself, with nothing on it that identifies the author. Article formatting and citation should conform to the most current MLA, Chicago, or APA standards, depending on which is most appropriate for the type of article submitted. The papers should contain fewer than 35 double spaced pages, including notes and citations. Manuscripts submitted to The Journal of Communication and Religion should not be under review at another journal. Authors can expect an initial decision within four months; the editor will notify authors of editorial progress.
Ideas for book reviews should be sent to Dr. David A. Frank at dfrank@uoregon.edu.
Editor
Ronald C. Arnett
Department of Communication & Rhetorical Studies
340 College Hall, 600 Forbes Avenue
Duquesne University
Pittsburgh, PA 15282
Phone: 412.396.6446
Email: arnett@duq.edu
Book Review Editor
David A. Frank
Dean and Professor of Rhetoric
Robert D. Clark Honors College
University of Oregon
Eugene, OR 97403
Email: dfrank@uoregon.ed
Call for Editor (Journal of Communication Pedagogy)
Call for Editor (Journal of Communication Pedagogy)
Call for Applications/Nominations
Journal of Communication Pedagogy, Founding Editor
Officially assuming Duties in 2017; Overseeing 2017-2019 Volumes
The Central States Communication Association (CSCA) is seeking applications/nominations for the Founding Editor of Journal of Communication Pedagogy. The appointed Founding Editor will issue a call and begin processing manuscripts in late 2016, officially assuming duties January 1, 2017 and overseeing volumes for 2017-2019.
Description of the Journal
Published as an annual volume, the Journal of Communication Pedagogy will offer a comprehensive approach to pedagogical issues, including scholarship of teaching and learning, curriculum development, assessment, student leaning outcomes, critical communication pedagogy, basic/introductory courses, narrative research in the instructional context, and epistemological and ontological issues related to teaching and learning.
Requirements and Responsibilities
The Editor must be a member of CSCA at the time of application/nomination and must maintain membership in the Association throughout the editorial term. The Editor must attend all CSCA conventions throughout the term. Additional responsibilities include the following:
- Assembling an Editorial Board
- Promoting submissions to the journal
- Providing timely decisions and suitable feedback to authors
- Assembling issues according to the publication schedule
- Providing annual reports to the Executive Committee
Application/Nomination Process
Applicants/Nominators should develop a letter addressing the following points:
- A commitment to serve if elected
- Editorial philosophy and ability to meet editorial responsibilities
- Projections for the journal
Application/Nomination materials should also include
- A current vita
- A letter from the responsible administrator confirming institutional support
- Names and contact information for three people who can serve as references for the applicant/nominee
Application/Nomination materials must be received no later than September 1, 2016. Pre-interviews with applicants/nominees and select members of the Executive Committee may occur via telephone or Skype. Finalists for the position will interview with the entire Executive Committee at the National Communication Association annual convention in Philadelphia in November 2016.
Please submit application/nomination materials and send any queries to the Central States Communication Association President, Shawn Wahl, at the following address: ShawnWahl@missouristate.edu
Call for Applications/Nominations
Journal of Communication Pedagogy, Founding Editor
Officially assuming Duties in 2017; Overseeing 2017-2019 Volumes
The Central States Communication Association (CSCA) is seeking applications/nominations for the Founding Editor of Journal of Communication Pedagogy. The appointed Founding Editor will issue a call and begin processing manuscripts in late 2016, officially assuming duties January 1, 2017 and overseeing volumes for 2017-2019.
Description of the Journal
Published as an annual volume, the Journal of Communication Pedagogy will offer a comprehensive approach to pedagogical issues, including scholarship of teaching and learning, curriculum development, assessment, student leaning outcomes, critical communication pedagogy, basic/introductory courses, narrative research in the instructional context, and epistemological and ontological issues related to teaching and learning.
Requirements and Responsibilities
The Editor must be a member of CSCA at the time of application/nomination and must maintain membership in the Association throughout the editorial term. The Editor must attend all CSCA conventions throughout the term. Additional responsibilities include the following:
- Assembling an Editorial Board
- Promoting submissions to the journal
- Providing timely decisions and suitable feedback to authors
- Assembling issues according to the publication schedule
- Providing annual reports to the Executive Committee
Application/Nomination Process
Applicants/Nominators should develop a letter addressing the following points:
- A commitment to serve if elected
- Editorial philosophy and ability to meet editorial responsibilities
- Projections for the journal
Application/Nomination materials should also include
- A current vita
- A letter from the responsible administrator confirming institutional support
- Names and contact information for three people who can serve as references for the applicant/nominee
Application/Nomination materials must be received no later than September 1, 2016. Pre-interviews with applicants/nominees and select members of the Executive Committee may occur via telephone or Skype. Finalists for the position will interview with the entire Executive Committee at the National Communication Association annual convention in Philadelphia in November 2016.
Please submit application/nomination materials and send any queries to the Central States Communication Association President, Shawn Wahl, at the following address: ShawnWahl@missouristate.edu
New Book-The Sitcom Reader
New Book-The Sitcom Reader
Everyone who teaches a course on the situation comedy (or who would like
to develop one) should know that examination copies of the new edition
of The Sitcom Reader, co-edited by my colleagues Mary M. Dalton and
Laura R. Linder, is available from SUNY Press,
http://www.sunypress.edu/p-
If you want to order a copy for your personal library, the SUNY Press
price for the softcover is $29.95 . Also, if you like what you see, you
may encourage your institutional libraries to add a copy to their
collections.
This updated and expanded anthology offers an engaging overview of one
of the oldest and most ubiquitous forms of television programming: the
sitcom. Through an analysis of formulaic conventions, the contributors
address critical identities such as race, gender, sexuality, class, and
family. Organized by decade, from I Love Lucy and The Honeymooners to
Roseanne, Cybill, and Will & Grace to Transparent with many others in
between, The Sitcom Reader provides a comprehensive examination of this
popular genre that will help readers think about the shows and about
themselves in new ways.
------------------------------
Everyone who teaches a course on the situation comedy (or who would like
to develop one) should know that examination copies of the new edition
of The Sitcom Reader, co-edited by my colleagues Mary M. Dalton and
Laura R. Linder, is available from SUNY Press,
http://www.sunypress.edu/p-
If you want to order a copy for your personal library, the SUNY Press
price for the softcover is $29.95 . Also, if you like what you see, you
may encourage your institutional libraries to add a copy to their
collections.
This updated and expanded anthology offers an engaging overview of one
of the oldest and most ubiquitous forms of television programming: the
sitcom. Through an analysis of formulaic conventions, the contributors
address critical identities such as race, gender, sexuality, class, and
family. Organized by decade, from I Love Lucy and The Honeymooners to
Roseanne, Cybill, and Will & Grace to Transparent with many others in
between, The Sitcom Reader provides a comprehensive examination of this
popular genre that will help readers think about the shows and about
themselves in new ways.
------------------------------
Philosophy & Social Criticism July 2016; Vol. 42, No. 6
Philosophy & Social Criticism
July 2016; Vol. 42, No. 6
Articles
Discourse theory’s sociological claim: Reconstructing the epistemic meaning of democracy as a deliberative system
Daniel Gaus
Complimenting rivals: Foucault, Rawls and the problem of public reasoning
Mark Redhead
Towards a critical theory of the political: Hannah Arendt on power and critique
Christian Volk
Concrete philosophy: The problem of judgment in the early work of Herbert Marcuse
Tomash Conrad Dabrowski
The procedural entrapment of mass incarceration: Prosecution, race, and the unfinished project of American abolition
Brady Heiner
Tuesday, May 24, 2016
Dr. Stephanie Sandberg, Webinar, "Essential Questions in Faith and Communication,"
Dr. Stephanie Sandberg, Webinar, "Essential Questions in Faith and
Communication," moderated by Mark Fackler
Greetings, colleagues and friends.
Please join the Christianity and Communication Studies Network (CCSN)
(http://www.theccsn.com), Dr. Mark Fackler (moderator) and Dr. Stephanie
Sandberg (special guest), Artistic Director of ADAPT Theatre Company and
Professor of Theatre at Washington & Lee University, for the second
installment in the "Essential Questions in Faith and Communication"
webinar series on Wednesday May 25, 8-9 pm EST. This webinar is free and
open to the public and a great resource for faculty and students. A full
description of the webinar is located here:
http://www.theccsn.com/
anie-sandberg/
You may register here:
https://attendee.gototraining.
Description: this second installment in the "Essential Questions in
Faith and Communication Series" features Dr. Stephanie Sandberg,
Artistic Director of ADAPT Theatre Company and Professor of Theatre at
Washington & Lee University. Join Dr. Sandberg as she answers
foundational questions such as: How do we define human communication?
Why do we communicate? How do we communicate effectively? What's wrong
with human communication? What communication challenges does the Church
face today? How do social media make communication better and worse?
Learn more about Dr. Sandberg here: www.stephaniesandberg.com;
http://www.stephaniesandberg.
Previously recorded CCSN webinars by Quentin Schultze, Bill Strom, Kevin
Schut, Tim Muehlhoff, Paul Patton, Paul Soukup, Terry Lindvall, Calvin
Troup, Bala Musa, Janie Harden Fritz, Diane Proctor-Badzinski, Bill
Romanowski, Jen Letherer, Mark Ward, Jenni Sigler, Heidi Campbell, Bob
Fortner, and Naaman Wood are available for download here:
http://www.theccsn.com/
Thanks for your support of the CCSN.
Sincerely,
Robert Woods, J.D., Ph.D.
CCSN Network Administrator
email: administrator@theccsn.com
Communication," moderated by Mark Fackler
Greetings, colleagues and friends.
Please join the Christianity and Communication Studies Network (CCSN)
(http://www.theccsn.com), Dr. Mark Fackler (moderator) and Dr. Stephanie
Sandberg (special guest), Artistic Director of ADAPT Theatre Company and
Professor of Theatre at Washington & Lee University, for the second
installment in the "Essential Questions in Faith and Communication"
webinar series on Wednesday May 25, 8-9 pm EST. This webinar is free and
open to the public and a great resource for faculty and students. A full
description of the webinar is located here:
http://www.theccsn.com/
anie-sandberg/
You may register here:
https://attendee.gototraining.
Description: this second installment in the "Essential Questions in
Faith and Communication Series" features Dr. Stephanie Sandberg,
Artistic Director of ADAPT Theatre Company and Professor of Theatre at
Washington & Lee University. Join Dr. Sandberg as she answers
foundational questions such as: How do we define human communication?
Why do we communicate? How do we communicate effectively? What's wrong
with human communication? What communication challenges does the Church
face today? How do social media make communication better and worse?
Learn more about Dr. Sandberg here: www.stephaniesandberg.com;
http://www.stephaniesandberg.
Previously recorded CCSN webinars by Quentin Schultze, Bill Strom, Kevin
Schut, Tim Muehlhoff, Paul Patton, Paul Soukup, Terry Lindvall, Calvin
Troup, Bala Musa, Janie Harden Fritz, Diane Proctor-Badzinski, Bill
Romanowski, Jen Letherer, Mark Ward, Jenni Sigler, Heidi Campbell, Bob
Fortner, and Naaman Wood are available for download here:
http://www.theccsn.com/
Thanks for your support of the CCSN.
Sincerely,
Robert Woods, J.D., Ph.D.
CCSN Network Administrator
email: administrator@theccsn.com
CCSN June Blog Series, "Teaching the Dark Side of Communication,"
CCSN June Blog Series, "Teaching the Dark Side of Communication," Dr.
Jeremy Osborn, Cornerstone University
Greetings, colleagues and friends. Please view the Christianity and
Communication Studies' (www.theccsn.com) June guest blogger, Dr. Jeremy
Osborn (Cornerstone University), and his first installment in the series
titled "Teaching the Dark Side of Communication."
Part 1 is available here:
http://www.theccsn.com/a-
faith-and-learning-part-1/
CCSN's May guest blogger, Dr. Naaman Wood (Redeemer University College)
and his 4-part series titled "Analogies: Cultivating a 'Thick' Strategy
for Thinking Christianly about Communication" is available here:
http://www.theccsn.com/
Thanks for your support of the CCSN.
Sincerely,
Robert Woods, J.D., Ph.D.
CCSN Network Administrator
administrator@theccsn.com
Jeremy Osborn, Cornerstone University
Greetings, colleagues and friends. Please view the Christianity and
Communication Studies' (www.theccsn.com) June guest blogger, Dr. Jeremy
Osborn (Cornerstone University), and his first installment in the series
titled "Teaching the Dark Side of Communication."
Part 1 is available here:
http://www.theccsn.com/a-
faith-and-learning-part-1/
CCSN's May guest blogger, Dr. Naaman Wood (Redeemer University College)
and his 4-part series titled "Analogies: Cultivating a 'Thick' Strategy
for Thinking Christianly about Communication" is available here:
http://www.theccsn.com/
Thanks for your support of the CCSN.
Sincerely,
Robert Woods, J.D., Ph.D.
CCSN Network Administrator
administrator@theccsn.com
Monday, May 23, 2016
1492
Leading Difficult People
Prof. Rick Reis
Folks:
The posting below describes seven rules for dealing with difficult faculty members. It is by Lee G. Bolman and Joan V. Gallos and is from The Department Chair: A Resource for Academic Administrators, Spring, 2016, Vol. 26, No. 4. For further information on how to subscribe, as well as pricing and discount information, please contact, Sandy Quade, Account Manager, John Wiley & Sons, Phone: (203) 643-8066 (squadepe@wiley.com), or see: http://www.departmentchairs.org/journal.aspx.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: College Student Persistence
Tomorrow’s Academia
---------- 1,980 words ----------
Leading Difficult People
We don't know that colleges and universities have more idiosyncratic and difficult people than other organizations, though anecdotal evidence to that effect is buttressed by popular stereotypes in film and fiction of mad scientists, absent-minded professors, campus despots, and manipulative administrators. Faculty, in particular, are expected to be idiosyncratic. It’s part of their charm and may fuel their productivity (Andreasen 2006; Wallace and Gruber 1989). Even if academe has no more than its fair share of challenging personalities, its employees have more autonomy and room to bring their full personal package to the workplace than do workers elsewhere. As a result, there are fewer guard rails to keep individuals from going off the road or crashing head-on into someone else. Most academic administrators have to deal with at least a few unusually difficult or prickly people who cause a disproportionate share of their headaches. How ready are you?
Our focus here is not on everyday cranks, critics, and gadflies. They may be irritating but are often valuable and productive citizens. Wise academic administrators honor and protect these industrious and candid curmudgeons. Think of them as a special kind of ally—and make them your best friends, not enemies. They offer early warning signs of trouble because they voice what others are thinking and feeling but not saying. Recognizing this can save a lot of energy and aggravation—and yield valuable information to inform your leadership choices. We will not address poor performers or folks who routinely promise more than they deliver. We recommend clear performance goals, consistent feedback, coaching, and assessment processes that hold people accountable for meeting stated expectations. Our major concern here is preparing you to handle individuals who spread toxicity and misery wherever they go while draining away everyone’s time and energy from getting work done. You need a workable strategy for handling these individuals before they erode collective morale—and your sanity.
We present a set of seven rules to help you stay grounded in the face of the range of cases you may encounter. Handling difficult people takes a combination of strategy, confidence, and calm - and some good training in counseling basics.
The Seven Rules for Dealing with Difficult People
Academic leaders handle difficult people best when they:
1. Assess the full situation
2. Look in the mirror
3. Befriend their challenge
4. Unhook
5. Set expectations
6. Get help
7. Divorce, if necessary
Rule 1: Assess the Full Situation
A first step in dealing with difficult people is to assess the situation so that you know what you have before you. It helps to differentiate between a genuinely difficult person and a work situation that is bringing out the worst in someone. This is important because it’s often easier to change the circumstances than the individual. Branding another person as difficult is tempting as a way to localize blame, but jumping to conclusions can block you from identifying situational adjustments to curtail the bothersome behavior.
A key test of a difficult person is whether the problematic behavior is chronic and consistent or situational. Does the individual’s behavior vary with different people or circumstances? Does the individual ever learn or adapt in response to feedback or open discussion? Was there a particular incident that triggered the behavior pattern? Indications that the behavior is situational or influenceable offer hope that a solution to the troublesome behavior can be found with learning for all involved (Bramson 1981).
Rule 2: Look in the Mirror
When others seem unreasonable or uncooperative, it’s important to remember that they may see you as the problem—and sometimes they could be right. There may be feedback on your leadership or your choices that you are not hearing. You may be over-responding to behavior that you perceive as troublesome. Or you may be reading unresolved issues from painful circumstances in your past into the current relationship, fearful that an unpleasant or challenging situation will repeat itself. It is human nature to respond defensively when feeling threatened or under pressure—and this is often the case in dealing with people we find difficult. Ask yourself or someone you trust if there’s anything you’re doing that might be causing or maintaining the difficulty. Even if there isn’t, you’ll have taken time for a useful check on your own leadership. The opportunity to take a step back and look at the big picture is always helpful....
This article is adapted from Chapter 10 of the authors’ book Reframing Academic Leadership(Jossey-Bass 2011).
Lee G. Bolman holds the Marion Bloch/Missouri Chair in Leadership at the Henry W. Bloch School of Business and Public Administration at the University of Missouri–Kansas City. Email: bolmanl@umkc.edu
Joan V. Gallos is vice president for academic affairs and professor of leadership at Wheelock College. Email: jgallos@ wheelock.edu
References
Andreasen, Nancy C. 2006. The Creative Brain: The Science of Genius. New York: Penguin.
Argyris, Chris. 1968. “Conditions for Competence Acquisition and Therapy.” Journal of Applied Behavioral Science 4 (2): 147–177.
Bramson, Robert M. 1981. Coping with Difficult People. New York: Dell.
Carter, Jay. 1989. Nasty People: How to Stop Being Hurt by Them without Becoming One of Them. Lincolnwood, IL: Contemporary Books.
Wallace, Doris B., and Howard E. Gruber. 1989. Creative People at Work. New York: Oxford University Press.
"Desktop faculty development 100 times per year."
Over 60,000 subscribers at over 950 institutions in more than 100 countries
TOMORROW'S PROFESSOR eMAIL NEWSLETTER
Sponsored by the Office of the Vice Provost of Teaching and Learning at Stanford University
For the rest of the essay, visit:
--++**==--++**==--++**==--++**==--++**==--++**==--++**==
tomorrows-professor mailing list
tomorrows-professor@lists.stanford.edu
https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor
Leading Difficult People
Prof. Rick Reis
Folks:
The posting below describes seven rules for dealing with difficult faculty members. It is by Lee G. Bolman and Joan V. Gallos and is from The Department Chair: A Resource for Academic Administrators, Spring, 2016, Vol. 26, No. 4. For further information on how to subscribe, as well as pricing and discount information, please contact, Sandy Quade, Account Manager, John Wiley & Sons, Phone: (203) 643-8066 (squadepe@wiley.com), or see: http://www.departmentchairs.org/journal.aspx.
Regards,
Rick Reis
reis@stanford.edu
UP NEXT: College Student Persistence
Tomorrow’s Academia
---------- 1,980 words ----------
Leading Difficult People
We don't know that colleges and universities have more idiosyncratic and difficult people than other organizations, though anecdotal evidence to that effect is buttressed by popular stereotypes in film and fiction of mad scientists, absent-minded professors, campus despots, and manipulative administrators. Faculty, in particular, are expected to be idiosyncratic. It’s part of their charm and may fuel their productivity (Andreasen 2006; Wallace and Gruber 1989). Even if academe has no more than its fair share of challenging personalities, its employees have more autonomy and room to bring their full personal package to the workplace than do workers elsewhere. As a result, there are fewer guard rails to keep individuals from going off the road or crashing head-on into someone else. Most academic administrators have to deal with at least a few unusually difficult or prickly people who cause a disproportionate share of their headaches. How ready are you?
Our focus here is not on everyday cranks, critics, and gadflies. They may be irritating but are often valuable and productive citizens. Wise academic administrators honor and protect these industrious and candid curmudgeons. Think of them as a special kind of ally—and make them your best friends, not enemies. They offer early warning signs of trouble because they voice what others are thinking and feeling but not saying. Recognizing this can save a lot of energy and aggravation—and yield valuable information to inform your leadership choices. We will not address poor performers or folks who routinely promise more than they deliver. We recommend clear performance goals, consistent feedback, coaching, and assessment processes that hold people accountable for meeting stated expectations. Our major concern here is preparing you to handle individuals who spread toxicity and misery wherever they go while draining away everyone’s time and energy from getting work done. You need a workable strategy for handling these individuals before they erode collective morale—and your sanity.
We present a set of seven rules to help you stay grounded in the face of the range of cases you may encounter. Handling difficult people takes a combination of strategy, confidence, and calm - and some good training in counseling basics.
The Seven Rules for Dealing with Difficult People
Academic leaders handle difficult people best when they:
1. Assess the full situation
2. Look in the mirror
3. Befriend their challenge
4. Unhook
5. Set expectations
6. Get help
7. Divorce, if necessary
Rule 1: Assess the Full Situation
A first step in dealing with difficult people is to assess the situation so that you know what you have before you. It helps to differentiate between a genuinely difficult person and a work situation that is bringing out the worst in someone. This is important because it’s often easier to change the circumstances than the individual. Branding another person as difficult is tempting as a way to localize blame, but jumping to conclusions can block you from identifying situational adjustments to curtail the bothersome behavior.
A key test of a difficult person is whether the problematic behavior is chronic and consistent or situational. Does the individual’s behavior vary with different people or circumstances? Does the individual ever learn or adapt in response to feedback or open discussion? Was there a particular incident that triggered the behavior pattern? Indications that the behavior is situational or influenceable offer hope that a solution to the troublesome behavior can be found with learning for all involved (Bramson 1981).
Rule 2: Look in the Mirror
When others seem unreasonable or uncooperative, it’s important to remember that they may see you as the problem—and sometimes they could be right. There may be feedback on your leadership or your choices that you are not hearing. You may be over-responding to behavior that you perceive as troublesome. Or you may be reading unresolved issues from painful circumstances in your past into the current relationship, fearful that an unpleasant or challenging situation will repeat itself. It is human nature to respond defensively when feeling threatened or under pressure—and this is often the case in dealing with people we find difficult. Ask yourself or someone you trust if there’s anything you’re doing that might be causing or maintaining the difficulty. Even if there isn’t, you’ll have taken time for a useful check on your own leadership. The opportunity to take a step back and look at the big picture is always helpful....
This article is adapted from Chapter 10 of the authors’ book Reframing Academic Leadership(Jossey-Bass 2011).
Lee G. Bolman holds the Marion Bloch/Missouri Chair in Leadership at the Henry W. Bloch School of Business and Public Administration at the University of Missouri–Kansas City. Email: bolmanl@umkc.edu
Joan V. Gallos is vice president for academic affairs and professor of leadership at Wheelock College. Email: jgallos@ wheelock.edu
References
Andreasen, Nancy C. 2006. The Creative Brain: The Science of Genius. New York: Penguin.
Argyris, Chris. 1968. “Conditions for Competence Acquisition and Therapy.” Journal of Applied Behavioral Science 4 (2): 147–177.
Bramson, Robert M. 1981. Coping with Difficult People. New York: Dell.
Carter, Jay. 1989. Nasty People: How to Stop Being Hurt by Them without Becoming One of Them. Lincolnwood, IL: Contemporary Books.
Wallace, Doris B., and Howard E. Gruber. 1989. Creative People at Work. New York: Oxford University Press.
"Desktop faculty development 100 times per year."
Over 60,000 subscribers at over 950 institutions in more than 100 countries
TOMORROW'S PROFESSOR eMAIL NEWSLETTER
Sponsored by the Office of the Vice Provost of Teaching and Learning at Stanford University
For the rest of the essay, visit:
--++**==--++**==--++**==--++**==--++**==--++**==--++**==
tomorrows-professor mailing list
tomorrows-professor@lists.stanford.edu
https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor
CFP: Media Ecological Orientations to Philosophy and Philosophical Problems
THE REVIEW OF COMMUNICATION
SPECIAL ISSUE CALL FOR PAPERS
Media Ecological Orientations to Philosophy and Philosophical Problems
Guest Editor: Corey Anton
I am pleased to announce this final Call for Papers, as part of a special issue within the new series for The Review of Communication. This particular issue explores important connections between media ecology and philosophy. Media ecology is sometimes understood as a philosophical and/or historical approach to media studies and culture, but the extent to which media ecology provides re-invigorated orientations to philosophy and philosophical problems seems far less appreciated.
Accordingly, this special issue seeks to address how philosophical problems, issues, and practices (e.g., mind-body relations, meaning of causality, theory of mind, free will and determinism, ?is? versus ?ought,? theological positions and speculation, deductive logic, etc.) have their roots in communicative technologies and media forms. It also seeks to further clarify and solidify the position of media ecology within communication studies. Topics of interest include: How does media ecology relate to (and/or differ from) philosophy (and/or) certain branches of philosophy? How have money, the alphabet, forms of literacy, calendars, clocks, mirrors, telescopes, microscopes, telegraphy, computers, etc., wittingly or unwittingly, shaped and informed ancient and/or contemporary problems and practices? How many (and which) philosophical problems are displaced condensates originating from one or more communication technology? In what ways does media ecological thought inform com
munication theory, the philosophy of communication, and philosophy more broadly?
As stated in the charge by the new editor, Ramsey Eric Ramsey, each of the special issues within the new Review of Communication series ?will be a detailed defense of why such an exploration is undertaken and its place in the variegated study of communicative praxis.? Ideally, this special issue on media ecology could be used within graduate seminars as a valuable resource for beginning scholars to learn about key concepts and methodologies and to see examples of the type of scholarship their own work might try to emulate.
SUBMISSION GUIDELINES
DEADLINE EXTENDED TO JULY 15, 2016
Manuscripts must be submitted electronically through the ScholarOne Manuscripts site for Review of Communication: https://mc.manuscriptcentral.
Manuscripts should conform to the Chicago Manual of Style, 16th ed. (2010) with endnotes. Manuscripts should be prepared in Microsoft Word (.doc or .dox) using a 12-point common font, should be double-spaced, and should not exceed 9,000 words including tables, references, captions, footnotes and endnotes.
Manuscript cover pages should be submitted as a separate file and include: (1) title of the essay; (2) any acknowledgments (if applicable, supply all details required by any funding and grant-awarding bodies), including the history of the manuscript if any part of it has been presented at a conference or included as part of a thesis or dissertation; (3) author bio(s) of not more than 100 words each.
Manuscripts should include: (1) the title of the essay; (2) an abstract of not more than 200 words; (3) a list of 3?6 suggested keywords; (4) an accurate word count (including endnotes).
Authors of accepted manuscripts will be responsible for clearing the necessary reproduction rights for any images, photos, figures, music, or content credited to a third party (including content found on the Internet), that fall outside of the fair use provisions described in US copyright law. Images, figures, and other ancillary materials should be submitted as separate files and conform to the Review of Communication instructions for file size and format (see below).
? Please provide the highest quality figure format possible.
? Please be sure that all imported scanned material is scanned at the appropriate resolution: 1200 dpi for line art, 600 dpi for grayscale and 300 dpi for color.
? Figures must be saved separate to text. Please do not embed figures in the manuscript file.
? Files should be saved as one of the following formats: TIFF (tagged image file format), PostScript or EPS (encapsulated PostScript), and should contain all the necessary font information and the source file of the application (e.g., CorelDraw/Mac, CorelDraw/PC).
? All figures must be numbered in the order in which they appear in the manuscript (e.g., Figure 1, Figure 2). In multi-part figures, each part should be labeled (e.g., Figure 1(a), Figure 1(b)).
? Figure captions must be saved separately, as part of the file containing the complete text of the manuscript, and numbered correspondingly.
? The filename for a graphic should be descriptive of the graphic (e.g., Figure1, Figure2a).
To inquire about this special issue, contact
Corey Anton
Communication Studies
School of Communications
Grand Valley State University
210 LSH, 1 Campus Drive
Allendale, MI 49401
antonc@gvsu.edu
SPECIAL ISSUE CALL FOR PAPERS
Media Ecological Orientations to Philosophy and Philosophical Problems
Guest Editor: Corey Anton
I am pleased to announce this final Call for Papers, as part of a special issue within the new series for The Review of Communication. This particular issue explores important connections between media ecology and philosophy. Media ecology is sometimes understood as a philosophical and/or historical approach to media studies and culture, but the extent to which media ecology provides re-invigorated orientations to philosophy and philosophical problems seems far less appreciated.
Accordingly, this special issue seeks to address how philosophical problems, issues, and practices (e.g., mind-body relations, meaning of causality, theory of mind, free will and determinism, ?is? versus ?ought,? theological positions and speculation, deductive logic, etc.) have their roots in communicative technologies and media forms. It also seeks to further clarify and solidify the position of media ecology within communication studies. Topics of interest include: How does media ecology relate to (and/or differ from) philosophy (and/or) certain branches of philosophy? How have money, the alphabet, forms of literacy, calendars, clocks, mirrors, telescopes, microscopes, telegraphy, computers, etc., wittingly or unwittingly, shaped and informed ancient and/or contemporary problems and practices? How many (and which) philosophical problems are displaced condensates originating from one or more communication technology? In what ways does media ecological thought inform com
munication theory, the philosophy of communication, and philosophy more broadly?
As stated in the charge by the new editor, Ramsey Eric Ramsey, each of the special issues within the new Review of Communication series ?will be a detailed defense of why such an exploration is undertaken and its place in the variegated study of communicative praxis.? Ideally, this special issue on media ecology could be used within graduate seminars as a valuable resource for beginning scholars to learn about key concepts and methodologies and to see examples of the type of scholarship their own work might try to emulate.
SUBMISSION GUIDELINES
DEADLINE EXTENDED TO JULY 15, 2016
Manuscripts must be submitted electronically through the ScholarOne Manuscripts site for Review of Communication: https://mc.manuscriptcentral.
Manuscripts should conform to the Chicago Manual of Style, 16th ed. (2010) with endnotes. Manuscripts should be prepared in Microsoft Word (.doc or .dox) using a 12-point common font, should be double-spaced, and should not exceed 9,000 words including tables, references, captions, footnotes and endnotes.
Manuscript cover pages should be submitted as a separate file and include: (1) title of the essay; (2) any acknowledgments (if applicable, supply all details required by any funding and grant-awarding bodies), including the history of the manuscript if any part of it has been presented at a conference or included as part of a thesis or dissertation; (3) author bio(s) of not more than 100 words each.
Manuscripts should include: (1) the title of the essay; (2) an abstract of not more than 200 words; (3) a list of 3?6 suggested keywords; (4) an accurate word count (including endnotes).
Authors of accepted manuscripts will be responsible for clearing the necessary reproduction rights for any images, photos, figures, music, or content credited to a third party (including content found on the Internet), that fall outside of the fair use provisions described in US copyright law. Images, figures, and other ancillary materials should be submitted as separate files and conform to the Review of Communication instructions for file size and format (see below).
? Please provide the highest quality figure format possible.
? Please be sure that all imported scanned material is scanned at the appropriate resolution: 1200 dpi for line art, 600 dpi for grayscale and 300 dpi for color.
? Figures must be saved separate to text. Please do not embed figures in the manuscript file.
? Files should be saved as one of the following formats: TIFF (tagged image file format), PostScript or EPS (encapsulated PostScript), and should contain all the necessary font information and the source file of the application (e.g., CorelDraw/Mac, CorelDraw/PC).
? All figures must be numbered in the order in which they appear in the manuscript (e.g., Figure 1, Figure 2). In multi-part figures, each part should be labeled (e.g., Figure 1(a), Figure 1(b)).
? Figure captions must be saved separately, as part of the file containing the complete text of the manuscript, and numbered correspondingly.
? The filename for a graphic should be descriptive of the graphic (e.g., Figure1, Figure2a).
To inquire about this special issue, contact
Corey Anton
Communication Studies
School of Communications
Grand Valley State University
210 LSH, 1 Campus Drive
Allendale, MI 49401
antonc@gvsu.edu
TOC Urban Foodways and Communication: Ethnographic Studies in Intangible Cultural Food Heritages Around the World
We are pleased to announce the mid-June 2016 publication of?Urban Foodways and Communication: Ethnographic Studies in Intangible Cultural Food Heritages Around the World?(Rowman and Littlefield).
Thank you for your attention.
Best, Casey
Eds.: Casey M. K. Lum and Marc de Ferri?re le Vayer
Table of Contents
1: At the Intersection of Urban Foodways, Communication, and Intangible
Cultural Heritage: An Introduction
Casey Man Kong Lum and Marc de Ferri?re le Vayer
2:?Bacalhau?A Love Story: An Ethnographic Study of Portuguese Foodways?
paula arvela
3:?Kimchi?Nation: Constructing?Kimjang?as an Intangible Korean Heritage?
Chi-Hoon Kim
4: The Lebanese?Bigarade: A Tree at the Heart of Urban Foodways?
A?da Kanafani-Zahar
5: Shark Town: Kesennuma?s Taste for Shark and the Challenge of a Tsunami?
Jun Akamine
6: The Story in My Matzah Ball Soup: Food as Memory, Identity, and?
Culture in Contemporary Jewish Barcelona?
Catherine Simone Gallin
7: Gastronomic Festivals and Celebrations on the Montenegrin Coast:
Promoting Multicultural Heritage
through Traditional Foodways?
Ivona Jovanovic?, Andiela Viti?-?etkovi?, and Charles A. Baker-Clark
8: FIFA vs.?As Baianas de Acaraj??and the Politics of the Cultural Imaginary?
Scott Alves Barton
9: Edible Heritage: Tradition, Health, and Ephemeral Consumption Spaces
in Mexican Street Food?
Jos? Antonio V?zquez-Medina, Miriam Bertr?n, and F. Xavier Medina
10:?Botteghe Storiche: A Study of the Disappearance of Historic Food Shops
and Its Role in the Transformation of Rome?s Urban Social Life?
Sonia Massari, Elena T. Carbone, and Salem Paulos
11: Urban Melting Pot: Food Heritage in Yakutia?
Isabelle Bianquis and Isabella Borissova
12: Epilogue: Urban Foodways as Communication and as Intangible Cultural Heritage?
Wendy Leeds-Hurwitz
Thank you for your attention.
Best, Casey
Eds.: Casey M. K. Lum and Marc de Ferri?re le Vayer
Table of Contents
1: At the Intersection of Urban Foodways, Communication, and Intangible
Cultural Heritage: An Introduction
Casey Man Kong Lum and Marc de Ferri?re le Vayer
2:?Bacalhau?A Love Story: An Ethnographic Study of Portuguese Foodways?
paula arvela
3:?Kimchi?Nation: Constructing?Kimjang?as an Intangible Korean Heritage?
Chi-Hoon Kim
4: The Lebanese?Bigarade: A Tree at the Heart of Urban Foodways?
A?da Kanafani-Zahar
5: Shark Town: Kesennuma?s Taste for Shark and the Challenge of a Tsunami?
Jun Akamine
6: The Story in My Matzah Ball Soup: Food as Memory, Identity, and?
Culture in Contemporary Jewish Barcelona?
Catherine Simone Gallin
7: Gastronomic Festivals and Celebrations on the Montenegrin Coast:
Promoting Multicultural Heritage
through Traditional Foodways?
Ivona Jovanovic?, Andiela Viti?-?etkovi?, and Charles A. Baker-Clark
8: FIFA vs.?As Baianas de Acaraj??and the Politics of the Cultural Imaginary?
Scott Alves Barton
9: Edible Heritage: Tradition, Health, and Ephemeral Consumption Spaces
in Mexican Street Food?
Jos? Antonio V?zquez-Medina, Miriam Bertr?n, and F. Xavier Medina
10:?Botteghe Storiche: A Study of the Disappearance of Historic Food Shops
and Its Role in the Transformation of Rome?s Urban Social Life?
Sonia Massari, Elena T. Carbone, and Salem Paulos
11: Urban Melting Pot: Food Heritage in Yakutia?
Isabelle Bianquis and Isabella Borissova
12: Epilogue: Urban Foodways as Communication and as Intangible Cultural Heritage?
Wendy Leeds-Hurwitz
TOC FICTIONAL WORLDS
RESOURCES
Those of you who teach courses in film/media studies, filmmaking,
screenwriting, as well as interactive media and fictional world-building,
may find a useful resource in the FICTIONAL WORLDS set, it's print and
digital editions. The primary subject at the heart of this project is how
empathy and compassion are scripted or structured / embedded (when they
are!) within the narrative mechanisms, which we associate with poetics,
genres, and recurrent transcultural story formulas (specific and
nonspecific for particular media).
http://storytellingonscreen.
REVIEWS
*Fictional Worlds* just received strong supportive reviews published in
three academic journals. Particularly of interest to MEA members may be a
review in *Semiotica: Journal of the International Association for Semiotic
Studies*, founded by Thomas Sebeok. *Fictional Worlds* is reviewed by the
prominent narratologist Gerald Prince (see links). A review is coming in
the next issue of the *Film & History* journal.
See:
http://storytellingonscreen.
http://storytellingonscreen.
CLASSROOM TESTED
*Fictional Worlds* has been employed in the courses at New York University
and City Universty of New York (for eight courses). The colleagues also
report a successful experience while using FW in the academia of different
countries, including Italy, Netherlands, Israel, South Korea, and China.
New transmedia interactive volumes are coming soon to the iTunes
iBookstore.
See Vol. One here:
https://itunes.apple.com/us/
A two-page brochure with more information is available for download here:
https://drive.google.com/
If you have questions or comments, please don't hesitate to get in touch
with our team at contact@storytellingonscreen.
Best regards,
L.A. Alexander, Ph.D.
storytellingonscreen.com
Those of you who teach courses in film/media studies, filmmaking,
screenwriting, as well as interactive media and fictional world-building,
may find a useful resource in the FICTIONAL WORLDS set, it's print and
digital editions. The primary subject at the heart of this project is how
empathy and compassion are scripted or structured / embedded (when they
are!) within the narrative mechanisms, which we associate with poetics,
genres, and recurrent transcultural story formulas (specific and
nonspecific for particular media).
http://storytellingonscreen.
REVIEWS
*Fictional Worlds* just received strong supportive reviews published in
three academic journals. Particularly of interest to MEA members may be a
review in *Semiotica: Journal of the International Association for Semiotic
Studies*, founded by Thomas Sebeok. *Fictional Worlds* is reviewed by the
prominent narratologist Gerald Prince (see links). A review is coming in
the next issue of the *Film & History* journal.
See:
http://storytellingonscreen.
http://storytellingonscreen.
CLASSROOM TESTED
*Fictional Worlds* has been employed in the courses at New York University
and City Universty of New York (for eight courses). The colleagues also
report a successful experience while using FW in the academia of different
countries, including Italy, Netherlands, Israel, South Korea, and China.
New transmedia interactive volumes are coming soon to the iTunes
iBookstore.
See Vol. One here:
https://itunes.apple.com/us/
A two-page brochure with more information is available for download here:
https://drive.google.com/
If you have questions or comments, please don't hesitate to get in touch
with our team at contact@storytellingonscreen.
Best regards,
L.A. Alexander, Ph.D.
storytellingonscreen.com
TOC Media Transatlantic
Media Transatlantic is
published by Springer. It can be accessed for free by those with library
accounts that offer SpringerLink. It includes papers on McLuhan by Michael
Darroch, Rainer Leschke and yours truly. See:
http://www.springer.com/us/
http://www.springer.com/us/
Also, I put together this video that tells a story that McLuhan would have
appreciated. It is by an author of a book on PTSD (post traumatic stress
disorder), and it tells of how one of the primary symptoms of the disease,
the "flashback was enabled through the medium of film. Film, TV, etc.
allowed what was earlier experienced as ghosts and phantoms to now be seen
as a "flashback" in a film, where "dead" people could also reappear and
act.
See:
http://blogs.ubc.ca/nfriesen/
http://blogs.ubc.ca/nfriesen/
Cheers
Norman Friesen Ph.D.
Adjunct Professor, Media & Technology Studies
University of British Columbia
Faculty of Education
Curriculum & Pedagogy 2125 Main Mall
Vancouver, BC Canada V6T 1Z4
Phone 604 822 5716 Fax 604 822 4714
norman.friesen@ubc.ca
www.normfriesen.info
published by Springer. It can be accessed for free by those with library
accounts that offer SpringerLink. It includes papers on McLuhan by Michael
Darroch, Rainer Leschke and yours truly. See:
http://www.springer.com/us/
http://www.springer.com/us/
Also, I put together this video that tells a story that McLuhan would have
appreciated. It is by an author of a book on PTSD (post traumatic stress
disorder), and it tells of how one of the primary symptoms of the disease,
the "flashback was enabled through the medium of film. Film, TV, etc.
allowed what was earlier experienced as ghosts and phantoms to now be seen
as a "flashback" in a film, where "dead" people could also reappear and
act.
See:
http://blogs.ubc.ca/nfriesen/
http://blogs.ubc.ca/nfriesen/
Cheers
Norman Friesen Ph.D.
Adjunct Professor, Media & Technology Studies
University of British Columbia
Faculty of Education
Curriculum & Pedagogy 2125 Main Mall
Vancouver, BC Canada V6T 1Z4
Phone 604 822 5716 Fax 604 822 4714
norman.friesen@ubc.ca
www.normfriesen.info
Sunday, May 22, 2016
Imagining your Lifetime Achievement Award
Imagining your Lifetime Achievement Award
I'm working through the exercises in The Peak Performing Professor by Susan Robison.
Exercise 2.2 in The Peak Performing Professor asks me to talk about a lifetime achievement award. If I got one, what would it be for?
At my lifetime achievement award, or my funeral, since the way I tell this, there is a strangely eulogistic tone to it:
At my lifetime achievement award, or my funeral, since the way I tell this, there is a strangely eulogistic tone to it:
I want a room full of people assembled, and each of them should be able to say this thing:
"I wanted to say something, I wanted to become something, and David played a part in making that possible."
And I want to look down from the emptiness of death and say: "And I was made better because you could say what you wanted to say, because you could become what you wanted to become."
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