Writing Samples

Eastern Europe: The Emergence of Extreme Nationalism from the Ashes of Communism

By Geneviève Colastin Attn: Dr. Rosenstiel

PSC 470

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Content

I. Strategic Plan

II. Integrated Marketing Campaign

III. Functions of the Office

IV. Weekly Report/Activity Log

V. Sample Projects

VI. FIU-Institutional Research Fast Facts

VII. FIU-Institutional Research Student Enrollment Statistics

Closing the Ivy Gates Closing the Ivy Gates Exploring the Correlation between Student Visas and Pax Americana

Geneviève Colastin Vidal2005 MAIA Practicum

Closing the Ivy Gates Exploring the Correlation between Student Visas and Pax Americana

Theoretical Framework of AnalysisSupply and Demand Analysis /Substitute GoodsSystems Analysis/Post 9-11FlowsDiffusion of Innovation/Pax American


Supply and Demand AnalysisImpact of “substitute goods/services”p g

1. United Kingdom

2. Australia

3 Canada3. Canada

4. New Zealand

5. Local Universities

Ripple Effects: Higher Education Commodity/ An Economic Perspective


Systems Analysis -Finding Pressure pointsSystems Analysis Finding Pressure points

Post 9-11 Visa Process –Pressure Point Identification

General Accounting Office, Border Security- Improvements Needed to Reduce Time Taken to Adjudicate Visas

Cl i th I G t Closing the Ivy Gates Exploring the Correlation between Student Visas and Pax Americana

Impact of Visa Process on International Student Admissions

International Student Enrollment in the US

580000

600000

520000

540000

560000

580000

rnat

iona

l Stu

dent

s

460000

480000

500000

1999/00 2000/01 2001/02 2002/03 2003/04

# of

Inte

Year

College Board Annual Survey of Colleges data on U.S. higher education enrollment


Diffusion of Innovation Theory Mass Media Mass Media

Interpersonal Channels1 Fact vs Fiction/Hollywood meets Harvard1. Fact vs. Fiction/Hollywood meets Harvard

2. International Students = Change Agents


International Students YesterdayInternational Students YesterdayWorld Leaders TodayWorld Leaders Today

Abel Pacheco, President of Costa Rica ♦ GloriaGloria Arroyo,Arroyo, PresidentPresident ofof thethe PhilippinesPhilippines ♦ MasakoO d C P i f J ♦ F M t l M likit S k N ti l A blOwada, Crown Princess of Japan ♦ Fwanyanga Matale Mulikita, Speaker-National Assembly,Zambia ♦ Valdas Adamkus, President of Lithuania ♦ Pilar del Castillo, Minister of Education,Spain ♦ AliAli Dessouki,Dessouki, MinisterMinister ofof Youth,Youth, EgyptEgypt ♦ Mahathir bin Mohammed, Prime Minster,Malaysia ♦ Cheikh Tidiane Gadjo, Minster of Foreign Affairs, Senegal ♦ Haakon Magnus, CrownPrince, Norway ♦ LeeLee HsjenHsjen Loong,Loong, DeputyDeputy PrimePrime Minister,Minister, SingaporeSingapore ♦ Didier Opertti, Minster ofy jj gg p yp y g pg p pForeign Affairs, Uruguay ♦ Fernando Henrique Cordosa, President of Brazil ♦ DrDr.. NassirNassir AlAlSallum,Sallum, MinsterMinster ofof Communications,Communications, SaudiSaudi ArabiaArabia ♦ John Rankin Rathbone, Member ofParliament, England ♦ Samuel Hinds, Prime Minster, Guyana ♦ Wlodzimierz Cimoszewicz,Minister of Foreign Affairs, Poland ♦ MakmurMakmur Widodo,Widodo, GeneralGeneral DirectorDirector MulticulturalMulticultural Affairs,Affairs,I d iI d i H D P l R b t Mi i t f F i Aff i J i J ChiIndonesiaIndonesia ♦ Hon Dr. Paul Robertson, Minister of Foreign Affairs, Jamaica ♦ Jacques Chirac,President, France Hsiu-lient Annette Lu, V.P., Taiwan ♦ Kofi Annan, UN Secretary General


U d t d h i Bi MUnderstand why serving a Big Mac with a side order of democracy and ycapitalism within the total immersion settings of American universitiessettings of American universities maintains Pax Americana.


Pax Americana


Thank oThank oThank youThank youto the University of Miami’s MAIA facultyto the University of Miami s MAIA faculty

Dr. Vendulka Kubalkovafor her guidance and assistancefor her guidance and assistance

Dr. Richard Weisskofffor helping me take economics beyond tablesfor helping me take economics beyond tables

Selected Abstracts from the works of Paul Ricoeur and Lloyd H. Goodall

by

Genevieve Colas tin

COM 603: Qualitative Research Methodologies

Professor Johnson

April 19, 1997

Ricoeur, Paul. "What is a Text? Explanation and Understanding." From Text to Action: Essays in Hermeneutics, II. Ed. James M. Edie. Trans. Kathleen Blamey. Evanston, Illinois: Northwestern University Press, 1991. 105-43.

This essay seeks to defme and situate the text. The analysis focuses on the debate

between text as an explanation of an author's intent as opposed to an interpretation of

intent. The terms understanding and interpretation are taken from Wilhelm Dithley's

"Development of Hermeneutics" to serve as the framework within which the analysis

occurs. After providing a definition of the explanation with the use of Claude Levi-

Strause's linguistic anthropology and a defmition of understanding with the help of

Ferdinand de Saussure's study of sign, the analysis reaches its objective by establishing

understanding and explanation as complementary tools of hermeneutical studies.

We begin by defining text as speech which has been fixed in writing. However, as

soon as we reach this position we must abandon it because of the distancing which occurs

with the advent of the written word. The writer-reader relation replaces the interaction of

the dialogue found in the oral speech. The narrator no longer shares his audience's

circumstantial milieu. We mean by this that the loss of a common relevance due to the

space, time and sometimes culture which separates reader and writer creates a distance

which eliminates dialogue. It is this distancing which gave birth to the text and which

creates the debate between understanding and explanation.

The distinction between the two terms occurs because the circumstantial milieu is

overshadowed by the world of the text. Without a point of reference a shared surrounding

Colastin 2

the reader can have two attitudes toward the written word. He can either choose to explain

the text in terms of its internal structures as done by Levi-Strause in his structural

anthropology or he can choose to infuse the written text with the dynamics of speech by

providing a new milieu for the text by interpreting it. This last possibility is explained with

the help of de Saussure's study of signs and ambiguity of sentences. An ambiguity which

allows for the transposition of the written word to the world the reader creates from the

text. This new milieu is dynamic and can take on as many shapes as there are readers.

The distanciation of the text and subsequent semantic autonomy allows for the

transportation of the text into the world of the reader. It is an appropriation of the text by

the reader. An appropriation, to a world where explanation and interpretation are

reconciled. The raveling of the dialectic of understanding and explanation occurs when we

realize that the appropriation of the text is still constrained by the structure set by the

written. Before the reader can interpret the intent of the author he must acknowledge the

structure which frames the text. What the interpreter says remains a re-statement of the

text.

Colastin 3

Ricoeur, Paul. "Word, Polysemy, Metaphor: Creativity in Language." Tans. David Pellauer. Philosophy Today. VoU7, no.2-4 (Summer 1973):97-129.

The paper focuses on the creative dimension of language. It begins by establishing

the sentence as the basic unit of creative language. The argument then identifies polysemy

as creativity encapsulated by the word. However this polysemy, or ability of words to have

different interpretation, takes us back to the sentence since words derive these meanings

from the dynamic of the sentence. The analysts concludes by describing metaphor as the

main procedure of poetic discourse. The objective is to show that metaphors keep

languages alive by constantly expanding upon it.

The first step as we have said is to establish the sentence as the fundamental unit of

creativity. The second is to realize that the framework of the sentence provides meaning to

words. The third is to explore the world of the metaphor and to explain why it does not

lend itself to artificial or scientific language. The confmes of a "langue bien faite" where

signs only have one meaning creates a statute which does permit the presence of the

metaphor. So that although these "langue bien faite" eliminate the confusion which comes

with interpretation they are static and create confusion when they must venture outside of

their areas of specialization and interact with reality.

This final step places the metaphor at the heart of the discussion and ascribes it the

power of redescribing reality. It is the power to define the unknown with the use of the

known which makes the metaphor an intricate element in the creative dimension of

Colastin 4

language. So we conclude that the metaphor derives its meaning from the sentence and the

interplay of words within the sentence. It shatters reality and previous structures of

language to create an expansion of language. The strategy it employs is heuristic fiction.

Its function is not to improve communication but rather to increase our sense of reality.

Colastin 5

Ricoeur, Paul. "Appropriation." From Hermeneutics and the Human Scenes. Ed./Trans. John B. Thompson. Cambridge: Cambridge University Press; Paris: Editions de la Maison des Sciences de I'Homme, 1981. 182-193.

This essay's objective is to explain the term appropriation as it relates to the

methodology of interpretation. The reader-writer relation and consequently the

appropriation of meaning by the reader is our theme. Understanding will be shown to be

not a projection of the self into the world of the text but rather an enlargement of the self

threw the process of interpretation. The problem of subjectivity and of the hermeuneutical

circle will be respostualted to be not so much a problem of intersubjectivity as it is an

apprehensive relation to the world of the text.

The first step is to establish the relevance of the notion of appropriation. This is

done by coupling the term with the notion of distanciation. This coupling allows us to then

explore the two ways of understanding the text namely understating text within a socio-

cultural frame verses an understating of the text which transcends time and place while

permitting the reader to interpret it within his own framework. The second step is to

explore the relation between appropriation and the unveiling of the world of the text.

There we note that along with the metamorphosis of reality endemic to the written word,

there occurs a metamorphosis of the author and reader. The chain of change starts with the

metamorphosis of the text followed by a metamorphosis of the reader and ultimately of the

author. This side bar of appropriation confirms that the world of the text is subj ect to the

welm of interpretation. The third and final step identifies obstacles that appropriation must

Colastin 6

overcome. These obstacles are rooted in the role of the subject. A role which could

incorrectly be seen as an objectivity which comes and resides with the subject. This last

point concludes that appropriation is complemented by the distanciation of the written

word as well as by the abandonment of the self to the text.

Hermeneutic philosophy concerns itself with securing the link between self

understanding and understanding meaning. It is that concern which marks a continuation

to reflective philosophy and which brings us closer to speculative philosophy. "Above all,

the subordination of the theme of appropriation to the manifestation turns more towards a

hermeneutics of the I am than a hermeneutics of the I think."

Colastin 7

Ricoeur, Paul. "L'identite Narrative." Esprit. Nos.7-8. (1988):295-304.

The goal of this essay is to analyze the identity we humans acquire threw the

narrative function. The analysis has two folds. First, it identifies the two interpretations of

the term permanence which causes cause the confusion that comes with the notion of

personal identity. Secondly, it offers the concert of narrative identity as a mean of

bypassing that block. The conceptual framework rest on the fundamental distinction we

make between identify as sameness and identity as selfhood. The two words are not

synonymous,. however they display a degree of overlapping. The shadows that prevent us

from reaching an understanding the idea of personal identity come from the failure to

distinguish between these two uses of identity.

Identity as sameness evokes many relations. The first is a numerical one. This

sense of sameness assigns one denomination for subsequent occurrences of a thing.

Identification in this context corresponds to a re-identification of the same. From the

notion of sameness as identification, we move to the second sense, to that of extreme

resemblance or similarity. The third sense takes us to the idea of continuity according to

which a seed and the acorn from which it sprouts are one and the same. There we establish

that change threw time does not effect the sameness or identity of the thing. From that

third sense we come to the fourth and fmal none namely that of sameness as permanence in

time.

Colastin 8

But what of the notion of identity as selfhood? How does it overlap with the

concept of sameness? The fourth sense of sameness provides an answer to these questions.

By introducing the idea of permanence of time it provides a point of intersection between

self and same. However, the permanence of time we associate with selfhood is distinct

from that of sameness. It represents a certain consistency of disposition, for a fidelity to

the self. It has a more internal character. The two usage of performance in time although

overlapping are quite distinct. They apply to two different worlds namely that of the

abstract mind and that of the concrete physical world. Derek Parfit's text Reasons and

Persons helps to establish and clarify this difference.

Finally, the term narrative identify is offered as a way of bypassing the problems

which overshadow the term personal identify. Extracts from Marcel Proust's A la

recherche du temps perdu helps to bridge the gap between the idea of identity as selfhood

and that of identity as sameness by transposing the problem to the world of the text. There

we see that narrative mediation allows us to understand selfhood from the similarities we

find between our own experiences and that of the written word. The notion of sameness

and selfhood become one within the framework of narrative identity.

Colastin 9

Ricoeur, Paul. "Life in quest of the Narrative." On Paul Ricoeur Narrative and Interpretation. Ed. David Wood. New York: Routledge; London: Clays ltd, St. Ives PIc., 1991. 20-33.

This essay's objective is to establish a correlation between life and narrative. Our

guide in this quest is Socrates' maxim that "an unexamined life is not worth living". By

juxtapositioning the terms life and narrative, the maxim establishes a framework within

which we can understand the function of the narrative in human life.

The paradoxical relation between life and narrative establishes itself with the

introduction of a reader-text relation. From this relation, the text which before lecture is

sedimentary, returns to the welm of the living with the advent of the reader. This feat

occurs every time a reader interacts with the text by appropriating then interpreting it. It is

that participation in the narrative which makes the text not just the recounting of

experiences but also the reliving of them. The thesis is that the process of composition

finds its completion not in the text but rather in the reader. That is why we can reconfigure

life by narrative.

Proving the thesis is done first by establishing the text as a province of life. It

becomes an amalgam of stories which we relive in our minds. The second step is to

establish the text as a province of life. This last correlation is done by pointing to the pre-

narrative features of life. The non-verbal. articulations of action which we acquire from

our familiarity with human behavior is one of the pre-narrative features we examine.

Others include the symbolism of acts which much like a text are interpreted by the other.

Colastin 10

This juxtapositioning of the terms life and narrative reframes the equation between

life and experience so that the act of examining a life threw the narrative unables the reader

to relive the authors experience and to innovate it. The analysis concludes by establishing

narrative identify as the result of the fusion of narrative and life. The term stands for the

quest for narrative understanding which brings us to a better understanding of the self.

Co1astin 11

Ricoeur, Paul. "Reflections on a new ethos for Europe." Trans. Thomas Epstein. Philosophy and Social Criticism. Vol.21. No.5/6 (1995): 3-13 .

The problem which now face the European Union come from its failure to construct

a narrative identity capable of replacing that erected by the nation-state system. This lack

of narrative identify leads us to two issues. The first is the absence of a definitional frame

in which to place Europe's new system. The second comes from the wall that exists

between identify (I) and alterity (other). It is a wall built from the cold stones of war and

with a mortar of blood. It is the wall of national boundaries and of the nation-state system.

This essay offers three models for reconliating identity and altertiy and for creating a new

narrative identify for Europe.

The first is the model of translation. This model pushes Europe to go beyond its

already existing polyglot tendencies. It calls for an understanding of the other's language.

An understanding that would permit the translation of not just words but of a culture. This

elevation of the translation process we term translation ethos. It facilitates communication

by promoting the acquisition of more than one language and it promotes understanding of

the other by forcing the I to enter the cultural milieu of the other.

The second model involves an exchange of memories, a cross narration. By

acqumng the others language, the I now has access to the transmission of the others

culture, beliefs and traditions. That access allows alterity and identity to fuse within the

world of the narrative. Historical events are now viewed from the other side to the wall

Colastin 12

providing an avenue to understand the other.

The last model builds from the previous ones. With the acquisition of language

came understanding. That understanding of the other must now lead to the third model

namely that of forgiveness. A forgiveness we acquire not due to indifference of

forgetfulness but threw understanding the links which binds the stories of the other with

my own stories. These models address the difficulty of reconciling identify and alterity.

They serve as bridges between universality and the refer for historical differences.

Colastin 13

Goodall, Lloyd H. "The Nature of Analogic Discourse." Quarterly Jaurnal a/Speech. Vol. 69 (1983): 171-179.

This essay proposes that an analysis of the analogic discourse leads to

understanding the exact meanings of events, situations and experiences which constitute

the human life. The analogic discourse offers a rich field in which researchers can explore

the connotative, denotative and contextual aspects of communication. Analogies by nature

encode other communication situations and so constitute an ideal field from which to

derive the precise meanings of communicative acts.

By definition analogic meanings encapsulate the complexities of human

interactions. They include references to the past and present and tell us of existing

symbolic understandings and relational meanings. Analogic meaning transcend the words

we hear or emit and redefines the situation for the participants of the discourse.

For a researcher entering the field of analogic discourse it is important to remember

that this form of discourse has a performance feature. Understanding human behaviors and

interactions via the analogy hence requires us to look at the participants motives, goals,

attitudes towards other participants and contextual framework. The content of the words

or the meaning we assign them is then a crucial consideration of this rich communicative

act. which provides us with glimpses of reality.

Colastin 14

Goodall, Lloyd H. "Organizational Communication Competence: The Development of an industrial simulation to teach adaptive skills." Communication Quarterly. Vol. 30, No.4 (Fall 1982): 282-295 .

This essay provides the framework for an industrial simulation course in

organization communication. such a course would provide students with a communicative

setting in which they can familiarize themselves the real world of organizational life. The

course could them be a complementary pre-requisite or even a possible substitute to

organizational interhisps.

The analysis starts with a literature reVIew of the term communication

competencies. That review leads to three basic conceptual and practical bases of the term

. The fIrst of these basses is the ability to adapt messages to an audience and situation.

The second is the ability to create and apply scenarios to a gamet of cases. Finally the third

bases is the ability to respond to the dynamics of hum relations. these bases reinforce the

idea that organizations are open systems which require intellectual flexibility and

adaptation.

The acquisition of these skills occurs with the help of an unconventional

curriculum. It sets the stage for small working groups with set agendas and functions.

Within these group settings students lean interpersonal skills, oral reporting, written

communication, motivating skills, informational interviewing and listening skills. The

evaluation of students by their piers compels them to work within the group structure to

solve and anticipate problems. The basis of developing this curriculum comes from a

Colastin 15

review of cognitive performance and behavioral objective that apply to organizational

competence.

The setting of this course provides students with the opportunity to acqurre

expenence while leaning. It develops the need for adaptive communication and

understanding skills. Skills which will help students which the time comes for them to

make the jump from the world of academics to the real one.

Colastin 16

Goodall, Llyoyd H. "Performance Appraisal Interview: An Interpretative Reassessment." Quarterly Journal of Speech. 72(1986): 74-87.

The Performance appraisal conceptually offers an ideal tool for attaining feedback

and for increasing employee performance. However in actuality the hierarchy inherent to

employee supervisor relations creates a fear which reduces the process to a performance of

rituals. This research addresses this crippling of the performance appraisal by analyzing

the meanings behind these rituals. It provides a theoretical context in which to explore our

interpretations of the appraisal process.

The study begins with a literature review which identifies three elements as key to

an effective performance appraisal. namely the supervisor's ability to demonstrate

credibility, consistency and active listening. The literature rests on two key assumptions.

Firstly it positions behavior as the primary source of date. Secondly it establishes the

assumption that human behaviors and meanings are on a one to one relationship.

The study proves the fallacy of these presumptions by pointing to interpretive

understanding as a an alternative. The ritualistic components of the appraisal process turns

each gesture, each behavior into a field rich in meaning. Three examples of the appraisal

process allows the reader to understand the need to interpret behaviors instead of ascribing

them to a mathematical equation. The appraisal process takes on the characteristics of a

play. The background is the orderly world of employee-supervisor

Colastin 17

relations. The secret or fear of the process corresponds to the plot while the denouement or

kill occurs with the writing up and signatory approval of the process.

The analysis offers a look into the roles of the participants. It explains the stage or

context of the interview and the dynamics of the phenomenon. Most importantly it also

allows us to interpret the external sings of individuals and in so doing to address the

weaknesses of the current performance appraisal format.

Colastin 18

Goodall, Lloyd H. "The Status of Communication Studies in organizational Contexts: One Rhetoricians Lament after a year-long odyssey." Communication Quarterly. Vo1.32, No.2 (Spring 1984): 133-145.

This essay offers a literature review on organizational communication. It includes

an exploration of language and symbols as well as an analysis of the hierarchical nature of

organizational communication. The essay discusses promising avenues for future research

and concludes with some recommendations regarding the use and abuse of symbols in

organizational communication research.

The review beings by pointing to the problems of having a rhetoric for

organizational communication. The use of a professional language leads to a dangerous

detachment from the field. One which may lead the researcher to forget that the focus as

Kenneth Burke puts it ion "on what symbols do to us and not on what we do with

symbols."

The hierarchical structure of organizations is another concern. An analysis of

managerial biases and he meanings of the words and messages results in a review of

Jablin's nine categories for viewing organizational hierarchy namely:

(1) Interaction Patterns and related attitudes (2) Openness in Communication (3) Upward distortion of Communication (4) Upward Communication in general (5) Semantic information distance (6) Effective verses Ineffective supervisors (7) Personal Characteristics for success (8) Feedback (9) Systematic Variables

Colastin 19

We follow J ablin' s categories with an appraisal of the deficiencies of the literature.

To address these deficiencies we suggest examining: the role or power in organizational

hierarchy, Social distribution of knowledge, manager employee job perceptions,

interpersonal analysis of organizational behavior, phenomenological approaches to

organizational study and the use of case studies in organizational behavior research.

The study concludes by pointing to the need for critical studies on the language of

organizational communication theory as well as on symbolic language. The questions of

organizational communication theory research constitute a constant. The answers we reach

however are variables which keep the field alive and growing.

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