I I !l der Bo 5365.. ''""oD. tHl i r-, • '3.'I ~ COM MUNI-CATION AND CHAN E • , . ~:!, C . ...,.. / , : \..-,, ii -~ .. , . -- , , AL ,eOOP;ERATI(?N ADMINISTRATION Washington 25, D. C. , COMMUNICATION AND CHANGE Prepared by the staff of the Michigan State University ICA Seminars on Communication Edited by Dr. Huber Ellingsworth Associate Director, ICA Seminars International Cooperation Administration Washington, D. C., 1960 Preface PROVIDING PARTICIPANTS with effective technical training and encouraging them to utilize this training in their home countries are among the major goals of the International Cooperation Administration. ICA, therefore, has given careful and continuing consideration to communication problems and opportu nities of participants. An indication of this concern is the operation of a series of seminars on communication, which has given an orientation in communica tion to approximately 100 participants each month since the Fall of 1958. These seminars have developed an approach related as closely as possible to the situ ation in which the participant will find himself on his return to his country .. Information, suggestions, and ex:periences of ICA participants, other officials of the countries they represent, JCA personnel, The National Project in Agricul tural Communication, and Michigan State University staff members were utilized in developing the present approach to the kinds of problems a participant is likely to face upon return home. This booklet has been produced by the seminar staff to present seminar content to those participants who attend and also those unable to be present. The ICA asked The National Project in Agricultural Communication to develop a seminar which would assist returning participants with the task of successfully adjusting to the home situation and successfully introducing ideas generated through their study in the United States. The request was referred to Michigan State University, on whose campus the Project was located. Long interested in problems of international education, Michigan State Uni versity agreed to undertake the task with the assistance of an interdepartmental 2 Participants attending the seminars have .ome from 59 countries. committee from various areas of study at Michigan State. The present seminars represent not only the efforts of this group, but the continuing evaluation of the seminars by both participants and staff. This short booklet is not intended as a substitute for actual attendance at the seminars. Rather, it attempts to indicate a few of the major problems with which the seminar is concerned, plus some of the approaches which are used in discussing these problems. We sincerely hope that you will obtain value from this booklet, and that we may have the pleasure of welcoming you personally at a future seminar. Sincerely, DAVID K. BERLO, Director ICA Seminars on Communication P.S. If you have any questions about material presented in this booklet, or the seminars in general, we would be pleased to try to answer them. Please address all correspondence to: ICA Seminars on Communication College of Communication Arts Michigan State University East Lansing, Michigan United States of America 3 Seminars from September through June are held at Cacapon Lodge which is located in the beaut if 111 mountains of West Virginia. The week-long seminars are kept informal. Participants have time to get acquainted with each other. Stat/ members are drawn from educational institutions throughout the United States. 4 Contents I. THE DESIRE TO BE OF SERVICE The Bases of Success A. The Situation B. The Audience C. Yourself Change and Communication II. ICA PARTICIPANT RETURNS You and Your Family Back on The Job 7 15 III. SOME ELEMENTS IN THE COMMUNICATION PROCESS 19 A Definition of Communication Some Factors in Successful Communication Communication Channels IV. A LOOK AT YOUR PLANS V. A LAST WORD 25 27 I The Desire To Be of Service ONE OF THE MOST universal goals in human society is the desire to be of service. When you came to the United States as an ICA participant, you probably had some ideas of the ways you could be of greater service to your country as a result of your mission. While you have been here, no doubt your experiences have either helped to confirm these expectations, or they have caused you to change or reappraise your meaning for successful service. In either case, it is probably safe to assume that you now have a set of expectations about your success when you return. Unless you are a most unusual person, you sincerely hope to be of service in many ways-to your family, your friends, your organiza tion, and to the overall needs and objectives of your country. Let us explore together some of the most important bases of success. THE BASES OF SUCCESS When a participant returns to his own country, his success depends to a great extent upon how well he can analyze and interpret three major factors: the situation in relation to his specialty; the people involved in the situation; and himself with respect to the situation and the people involved. Fortunately, most participants can begin this analysis long before they arrive home-but of course this preliminary analysis must be revised in the days, weeks, and months after return. Let us look at each of these three factors: A. The Situation No matter how familiar you are with what has taken place in the past, you will find it profitable to examine the total situation again in some detail on your return home. Your new experiences and knowledge will suggest new things to look for, and you will be able to interpret or explain events in new ways. Ex perience indicates that the following four activities generally are most important in arriving at a useful analysis of the situation: 1. Try to determine why conditions are as they are. Do not be satisfied with surface explanations or excuses. Seek explanations which may lie behind the explanations. This may mean considerable reading, thinking, and discussion. 7 Remember, you seek understanding of causes. It is not your function to criticize, but rather to use the resulting information creatively in furthering your objec tives. It is easy in any organization both to give and to accept such an explana tion as "insufficient funds " or "untrained personnel." It is more difficult, but more rewarding, to analyze the current utilization of resources and determine whether other courses of action are available. 2 . In areas of concern to you and your plans for technical development, find out how decisions are made in your organization, who makes them, and what bases are used for decisions. What is the formal structure of your organization? Is it shaped like a triangle, with a powerful superior at the top and a descending order of power as the structure grows broader toward the base? Are subdivi sions of power rigidly observed, so that you may talk only to persons directly above and below you or to those on the same level? Or should your organiza tion be thought of as a square or rectangle, with a diffused power structure and a director at the top who assumes only nominal control? Is there a fixed and inflexible priority for the utilization of personnel and materials which comes from a power center above your organization, or is it possible that your project might be accomplished if its worth can be demonstrated to your immediate supervisor? All these are questions which you probably can answer on the basis of your present knowledge, but the answers will probably require evaluation after your return. 3. Observe the nature, direction, and extent of change that may be taking place in the organization. Learn how this change was initiated, by whom, and with what problems. Perhaps the most obvious cause for a development of this sort is a change in personnel. Perhaps a highly competent person has been removed and his job filled by someone less capable, or the situation may have occurred in reverse. Resources may have been added to, or taken from, the organization. Social, political, or technological changes may have increased or decreased the importance of the organization or specific parts of it. In the presence of this change, what problems and opportunities have arisen which you need to take into account in adjusting your expectations? 4. Examine possible effects of your ideas which you may not have thought about. Weigh in your own mind, and discuss with others, the possible economic, social, political, or cultural consequences of the changes you propose. When a country builds its first steel mill, hundreds of people may face the prospect of working _ on religious holidays, because technological change often conflicts with other human values. When a country builds its first atomic power plant, concerns about water and air pollution, the health of workmen, and the safety of nearby cities are possible negative factors which have to be avoided or at least contrasted with obvious benefits of atomic power. You may not be concerned with tasks this broad in scope. The point can be illustrated as well with less sweeping changes, such as a new system of dial 8 A participant's success may depend on his analysis of the situation, the audience, and himself. telephones or a shift of office pnont1es m a building. An inventory of the persons and groups likely to be affected by your plans will enable you to determine in advance how to take advantage of the support available, to alter your plan to avoid some problems, and to deal with objections based on problems you can't avoid. B. The Audience Within the system in which you operate, there are specific groups of people with whom you must work if your ideas are to be successful. If you are an aircraft landing technician whose task is to instruct others in the operation of new and more complex equipment, your audience will probably be a relatively small face-to-face group. Or you may be a broadcasting specialist who will succeed only if millions of people improve their standards of health or their agricultural productivity. In some ways the number of people in your audience is not related to the difficulty of your task. Whether your audience is measured 9 2. Observe carefully. As we have already noted, whatever your plan, it involves new ways of behaving for your audience. Your listeners will make these changes only as they are ready and able to make them. By careful observa tion you can determine their readiness to change and the success of what you have already attempted. It may be necessary to break your new idea into many small ideas and to observe carefully what happens before, during, and after each one in order to determine how to proceed. Plans and goals may need to be modified many times as the result of observations which you make. Does your organization have a powerful dire.tor and a rigidly descending order of authority? m dozens or millions, it usually is valuable to remember the following suggestions: 1. Proceed slowly. People tend to develop habits, and to resist attempts at breaking established patterns of response. And they tend to reject rapid change even more absolutely. Studies of returned ICA participants contain many striking examples of highly capable participants who returned to their home countries intent on making rapid and sweeping changes and within a few weeks found themselves cut off from their associates and in disfavor with their organization because they attempted to change things "overnight." People tend to place high value on the knowledge, skills, and beliefs which they have acquired . The idea you propose may seem to attack these values, either by implication or directly. Your colleagues will be willing to accept your idea only if you present it in ways consistent with their values, or if they can substitute new values of a higher order to themselves, to the organization, or to the country. 10 Doe, your organization have a relatively informal structure? 11 CHANGE AND COMMUNICATION We have been talking thus far about factors important to the person who desires to introduce new ideas and to change the beliefs, attitudes, and conduct of others. This was done because we wish you to think of change as a process a highly complex set of factors related to one another and possessing no observ able beginning or ending. Change cannot be described simply in terms of an ICA participant who returns to his own country with a new idea which he presents for acceptance. All the related events before his return are involved. All the factors in his attempts to change are involved, and once his idea is released he can no longer control it. It becomes a part of the situation and goes on changing and being changed indefinitely. At this point you might well raise the question "But what has this to do with communication?" The answer is that communication itself is a process of change-that everyone who communicates does so because he wants to affect human behavior. We have approached communication from the viewpoint of change because you probably see yourself as concerned with change rather than with communica tion. But all that we have said up to now about change is an outline for discussing the process of communication. The next section of this booklet will deal with some of the communication problems you may encounter when you return home. It is based on testimony of other ICA participants-people like yourself who were eager to return to family, friends, job, and country. .... ..... .· ···· ... ... On&e an idea has been released, it &an no longer be re.a/led or controlled by the source. . ······· 13 One of the most diffi,ult suggestions of all is "Know Yourself." C. Yourself One of the most difficult suggestions made in this booklet is "know your self." No inventory of factors of success is at all complete without an attempt by the agent of change to describe himself. These are some questions which may be helpful: Have you acquired the knowledge and ability to accomplish what you desire, or is a lack of technique likely to betray you once the program is undertaken? Can you place yourself in the role of listener and observer? Do you feel obliged to criticize those who disagree with you rather than to understand their view and reconcile it with yours? Are you aware of the changes which you have undergone as an ICA participant? Do you have an honest picture of how you get along with your associates? Are you prepared to remedy those personal factors which seem to interfere with good relationships between you and those around you? Many of us who desire to introduce new ideas can observe accurately the situation and the audiences with which we must deal. An appraisal of ourselves is much more difficult. The ability to understand and correct our own deficien cies greatly increases our .chances of success-helps us be of useful service. 12 II ICA Participant Returns LET us NOW ATTEMPT to make this discussion more personal by sugge$ting that you picture yourself as a communicator-change agent in the hours and days after your return to your home country. Not every comment in the follow ing paragraphs wiJJ apply to you; we ask you only to think about them and to relate them to your own life. YOU AND YOUR FAMILY Perhaps your dominant emotion upon returning home is affection for your family. Jf you are like most returning participants, you are hoping and expect ing that your family will not ha\le changed. You want things to be just as they were before you left home, or e,1en better. Actually your family has changed in many ways, and so have you. The large amount of time which your family formerly spent with you was spent in other ways while you were away. All the problems w hid 1 you solved for your family have had to be disposed of in some other way. Decisions that depended on you ha,ve had to be made by others. 01ildren will have grown older, and may have been given more responsibility in the household. Your family will know more; their inte.rest in the United States and in world affairs In these and in countless other will have been stimulated by your lCA trip. ways your family will have changed. (Paradoxically, though, you may be disappointed that they have learned less about the geography, customs, and ideas of countries you have visited than you think they should have. Remember, you've been abroad-not your family.) You have changed, too-much more, perhaps, than you realize. And it is likely that your fami ly is anticipating even more change than has taken place-for they have heard about the ways other persons have changed during a year abroad. They probably will be looking at everything you do and say to see what changes your actions reflect. Some of the changes in you will be obvious. You may have an American haircut, American clothing, or American dgarettcs and matches; Perhaps you 15 l JI have purchased new glasses, a new pen, or a new camera. You have learned some American habits of greeting, and even your use of your own language may at first sound somewhat strange because of sound patterns carried over from the use of English. Gestures you picked up in the United States will come automatically to you. These are mostly superficial evidences of change, but they are the kind of evidence that might make the members of your family say, "If he has changed as much in his thinking and in his basic attitudes as he has in the way he looks and acts, he is a different person. " And you have changed in your thinking and in your attitudes too, perhaps not so much as your family thinks, perhaps more. You have grown older, and compressed a wide range of experience into a few months. You have become a cosmopolitan person, more a citizen of the world than before, and you can now speak with authority about other people, other ways, other philosophies of life. You can refer in conversation to many of the world's great cities with which you are now familiar. Your English, if you are not a native speaker of English, has improved significantly. You have acquired "peculiar" ways of saying things-perhaps English idioms, etc. Your religious practices or traditional ways of behaving have very likely been subjected to severe strains, for in many cases it was impossible for you to observe special holidays or to secure special food. And finally, your beliefs have probably changed, perhaps more than it is possible to know. Having considered your family, let us now talk about your friends-for they, too, have changed during the past year. They have found other things to do with the time they spent with you. They have made new friends. They have developed new interests-experienced things you haven't experienced. You may feel at first that you are an outsider rather than an insider in their conversation. Again, it is likely that you expect them to have changed less than they have, and it is likely that they expect you to have changed more than you have. Perhaps they are afraid that you will no longer be interested in It may be that the same food, drink, and pleasures, or in their conversation. many of your best friends will think "He may still want to be my friend; he may not. I shall watch very carefully to see." Thus as you re-enter your country you are at a critical point in pulling together your world so that you may again feel at home. How do you move into a situation such as we have described, the complex situation of re-shaping your personal world in the face of the past change and continuing change? Perhaps we should pause to discuss this question. The question is a healthy one, for the person who is sure he has no problem may close his mind to many dangers. Yet a balance of confidence and of questioning is needed ; for too much questioning can be as dangerous as none at all. 16 Some Questions for Consideration. Suppose someone were to make a list of all the things that have changed about you. What would he include? Can you list as many as 40 different changes in your habits, behavior, appearance, beliefs, understanding, etc.? Of these things, which would your family expect? Which would surprise them? Which would your closest friend expect? Which would surprise him? Are there any that surprise you? How do you think your family and friends have changed? What can you do to find out-without making mistakes which will have to be corrected? BACK ON THE JOB After you have been welcomed home by your family and friends, inevitably the hour will come when you will report to your office to begin work again. Many persons will be glad to see you, and your arrival will have caused some It is probable that several of interest, for you have been away a long time. the people who are most closely associated with you will consider your return with mixed feelings. What of your superior officer, for example? He is probably glad to see you return, and eager to hear what you have to tell him. Yet he has certainly heard of persons who went abroad and changed so much while there that they presented serious administrative problems. Sometimes such persons return to their countries with the feeling that they know more than their superior knows; sometimes they are filled with enthusiasm for a project which the supervisor cannot possibly approve for budgetary or other reasons; sometimes they are unable to operate effectively in an administrative framework which their trip abroad has caused them to consider obsolete. No matter how satisfy ing the relationship was before, you may find your supervisor thinking now, "I wonder if he will be more critical of me and of this office in the future?" One of the decisions that you must make relates to the quantity of informa tion that you give your supervisor the first time you see him. Careful observation of his reactions will help you decide how great his interest is in your oral report and what priority to give the various subjects about which you might supply written reports. Your superior officer is a very important receiver; if your plans are to succeed it is essential that your message be so attached to his needs, interests, attitudes, and expectations that he will understand and accept it. Another person who may view your return with mixed feelings is the man who has taken over your job during your absence. What will he think and how will he feel as you come up to his desk to talk with him about what has happened while you were away? Perhaps he feels that in some ways he has done a better job than you would have done, and wonders whether you will notice this and give him proper credit for a good job. Perhaps he has made some mistakes which he thinks you may not find-if he is careful. Or perhaps 17 he is susp1c1ous that you will seek to have his work discredited so that your It is even possible, of course, that he own position will not be threatened. has been discrediting your work throughout the year. The persons who work under you may also view your return with uncertainty. Before your departure they had come to know what to expect of you, how much work you demanded, how to meet your standards, how to win praise and avoid blame. On your return they cannot be sure any more of many of these things. They wonder if they will still meet your expectations, or whether they will have to relearn a number of things about you-and you about them. The persons with whom you work, colleagues in your own department and associates in other departments, may feel both curious and jealous about your trip to the United States. They will be watching you and listening to the tone of your voice, perhaps more carefully than they have ever done before. They will try to find clues about what sort of person you are going to be to work with now. Although you had become an "insider" before, you may have the sensation of being an "outsider" until you have been taken for granted again as one of the group. The way you fit into the social system which your office represents is compli cated by the fact that no one knows just what role you are now taking. Almost certainly you will not take exactly the same role you took before. Until your superior officer has clarified his concept of your new role, the only way others will have to judge your future status is through your own actions. Some Questions for Consideration. Suppose you were asked to make a chart showing your relationship to the other persons in the organization in which you work. How complete a chart could you draw from memory? Do you know of any changes in rank or position that have been made since you Is your relationship going to be the same on your return left your country? as it was when you left? How many of the persons you have identified on the chart will be interested in hearing about your plans? How many of them will need to know what your suggestions are; so that they will be able to do their own jobs more effectively? How many of them will you wish to talk with directly about your plans, and how many indirectly? What channels of communication will you use in reaching each of the persons with whom you need to communicate? Which persons should you communicate with first? Are there persons you have already written to about your plans? Are there others who might profitably work toward the success of your plans if you were to write them from this country? With how many persons superior to him or at his same rank will your supervisor need to communicate about your ideas? Will any of these persons be likely to view your ideas negatively? Why? Are there ways you can help your supervisor meet the possible objections such persons might have? 18 .. t III Some Elements in the Communication Process IF THERE IS ONE KEY WORD that applies to what you will be doing as you return to your country and reshape your personal and professional world, that key word is communication. How well you communicate may well be as im portant to your success as the quality of the ideas that you bring home. A DEFINITION OF COMMUNICATION As we begin a specific consideration of communication, it is desirable to attempt a description of what we mean. It is easy, though inaccurate, to think of communication in terms of a bucket of meaning which is dipped from one head and poured into another. The educational systems in all our countries tend to support this idea, especially if they emphasize the lecture method of teaching. The lecture method seems to make an assumption something like It is easy, though inaccurate, to think of communication as transferring a bucket of meaning from one head to another. 19 forget this we are likely to behave in ways which hinder, rather than help, Just to "tell people" is not enough. We must observe and communication. evaluate their responses continuously in order to determine what sort of com munication has taken place. We can label this process of evaluation feedback. If We do not have the choice as to whether or not we will communicate. two people are present in a room and aware of one another, they cannot avoid eliciting meanings in one another. If I pick up a newspaper printed in Chinese or Arabic and do not know the language, the paper nevertheless elicits mean ings in me about the unfamiliarity of the lettering system. Therefore, we need to add the values of success and failure to our description of communication and say that successful communication occurs when the source elicits meanings in the receiver which are substantially like those which he intends to draw out. SOME FACTORS IN SUCCESSFUL COMMUNICATION There are times when you are primarily a source and times when you function as a receiver of communication. Most of the time you will be both source and receiver in turn ( or simultaneous! y) because you will be engaging in the process of evaluation we call feedback. As a receiver, you will need to know about the source in order to evaluate his attitudes toward you; toward his subject; perhaps toward his job or his position in the family and community. Understanding attitudes helps us gain meaning not otherwise apparent. Also, we need to know what the source knows about his subject; we need to evaluate his knowledge in order to evaluate It is also helpful to know about the social systems and his communication. If the statements of the source seem culture that have influenced the source. self-contradictory it may be because of conflicting roles he plays in two or more different social systems, such as a family and a church, or a political party and a professional staff. One thing that we can be certain about is that people change, in attitudes, in knowledge, and in their roles in the social system. As you listen to a source whose attitudes, knowledge, and social roles you were familiar with a year ago, it is important to know what changes have taken place since then in order to understand his message. As a source, you likewise need to know about the attitudes of the receiver in order to reach him with your message. He may have prejudices or prefer ences which will significantly affect his response to your message. Also, you need to know the knowledge which he already has about your subject, so that you can begin where he is without wasting his time and losing his attention, and so 21 Communication is not the act of transferring meaning; it is the act of eliciting meanings already present. this: Students are ignorant. The professor possesses a great store of knowledge. Therefore, if he tells the students what he knows, communication ( and learn ing) will take place. Often, this is just what happens. But if it occurs, the reason is not because the teacher knew something which the student did not. It is because the student already had meanings for the words and concepts which the teacher employed. These meanings enabled them to construct ideas substantially like those held by the teacher. Therefore, we may say that communication is not the act of trans ferring meanings; it is the act of eliciting meanings which are already present. If you read the last sentence and had no meanings for the word "eliciting," no If you have a meaning similar to the sender's for communication took place. "drawing out" and he describes communication as "the drawing out of mean ing," then you can receive his intended message. This brings us to a generali zation about meaning-meanings are in people and not in words. Most of us are conditioned to believe that there are "right" and "wrong" meanings for words. We may engage in heated arguments with our friends over the "correct" meanings of words. Yet such discussions contribute little if we are really interested in communication. Words do not "mean." Only people "mean." They accumulate meanings through experience. In the previous dis cussion of communication as a process, the statement was made that communi cation had no observable beginning. This is true in part because your meanings and those of your receiver were accumulated over your whole lives. They were collected through a variety of experiences, pleasant and unpleasant, helpful and disastrous to your goals. In our attempt to describe communication thus far, we have said that it is If we the process of eliciting meaning and that meaning is found in people. 20 Source Message Channel Receiver Communication Elements Skills Seeing Communication Skills Attitudes Structure Hearing Attitudes Knowledge Content Touching Knowledge Social System Treatment Smelling Social System Culture Code Tasting Culture Receiver Message Channel Source 22 A Communication Model that you do not fail to supply needed background information without which he might not understand your message. Since people do change, often rapidly and in ways that significantly affect the decisions they make, it is necessary for you as a source to keep up with the changes in your receivers and in the social systems and culture in which they operate. In direct communication, where the source and receiver can see or hear each other, or both, it is possible for each to observe or sense changes in the other very quickly. Effective use of feedback by the source will often result in his shaping an entirely different message from the one he had originally planned, If the communication as he recognizes changes in the attitude of the receiver. is written or broadcast, the source must attempt to anticipate feedback and "build in" responses in his original message. COMMUNICATION CHANNELS Meanings are elicited, of course, when a person receives any stimulus either from outside or within himself. The source who has a message to convey may reach his receiver through any or all of these physical senses: seeing, hearing, touching, smelling, and tasting. Opportunities for using the last two are usually limited, but the source will make extensive use of seeing, hearing, and If we have a message for someone, we often follow the easiest touching. course of sending him a memo or calling him on the telephone. Much success ful communication takes place in this way. But in an impressively large number of cases communication is not successful as the result of a single-channel message. We suggested above that one of the ways of evaluating our communication is to present the message and then wait to see whether it is properly understood. Frequently we are unable to operate this way. We cannot wait, or it is of vital importance that we are understood the first time. Therefore, one way in which we can reinforce our meaning so that it has a better chance of being understood and remembered is through the use of multiple channels. If we both explain aloud and present our receiver with a written copy of our message, or if we use both words and pictures, or if we use words and pictures and operating models, we increase the chances of success. In summary, communication takes place in both time and space. It brings about and is affected by changes in people's knowledge and attitudes. At least two persons with differing backgrounds, ways of thinking, responsibilities, goals, values, and expectations are always involved. Understanding of everything about a single communication situation is impossible. Yet an awareness of the complexity of communication is important to any communicator. 23 .,,,.,. Some Questions for Conside.ration. General statements about what one ought to do are sometimes less helpful than specific thinking about actual situations. How can you see ways to apply the preceding discussion of the communication process to your own plans? In listening to your colleagues and to your supervisor immediately after your return to your country, how can you learn their attitudes toward you and your ideas? How can you find out what they know about the subjects under discus sion, so that you can better evaluate their statements about your plans? Do you think it would be helpful for you to ask questions aimed at securing a better understanding of their knowledge and attitudes? How can you estimate the changes that have taken place in the social stl'Uctme during your absence? How do you decide the extent to which a man's communication is influenced by his place in the social structure, as an administrator or as a person whose status in relation to your status is temporarily uncertain? 24 IV A Look at Your Plans WE HAVE TALKED about you and about your relationship to other people in your country with whom you work and to whom you will be describing your plans. We have outlined the nature of communication, the relationship of the message to the source and the receiver and some of the particular sources of danger in communication situations. One thing we have not yet talked about much, however, is the plan itself, or the group of plans with which you are returning to your country. A person who wishes to be of service to his country needs to be an effective communicator, certainly, to secure the cooperation of others who will be needed to put his plans in operation. Yet if he does not have useful and appropriate plans, it will not be helpful to his country that he is a good communicator; it may even be harmful. If we apply some of the principles of communication to an evaluation of a plan of social action, two of the first conclusions we will reach are these: An idea or plan, when it is communicated, will set up a kind of chain It will affect future events; yet since no two people reaction of influence. have identical meanings for a message, it will change each time it is com municated and perceived by another receiver. An idea or plan cannot be controlled by the source. As first one and then another person receives the plan, the plan becomes a shared plan. Yet the originator of the plan is unable to make certain that the persons who share the plan understand it in the same way that he does. As more and more persons share the plan, it becomes increasingly difficult for the originator of the plan to influence how they use it; it may soon become impossible for the originator to slow down his plan, or change its course, or achieve his original intent. Thus the originator of a plan has a responsibility to make a careful analysis of its appropriateness in the first place, before presenting it, since the only time he has complete control of his plan is before he communicates it. One aspect that he needs to consider is the way the plan will affect the balance that exists in his country. Suppose a participant plans to increase 25 the productivity of his community by mechanizing agriculture, and brings in several tractors to do work previously done by manpower and oxen or camels. There are many potential changes that come along with the change to mechan ized farming. Perhaps gasoline will need to be imported into the country; this will make necessary new commercial distribution outlets, and will affect the balance of trade. Repair parts will need to be imported and distributed, and repair stations set up. There will be a disruption of the labor balance; many people may be unemployed as a result ,of the plan. The oxen or camels formerly used may be no longer profitable to maintain, and thus a new source of fertilizer and perhaps of transportation will have to be found. Farmers in other communities, not mechanized, will be unable to compete, and the balance of economic forces within the country will be shifted. The landscape will change; there will be larger farms, and persons who were satis fied with small farms will now want more. Education will be affected, since there will be a greater demand for training in technical fields. As the use of tractors increases, there may be local production of some of the parts or supplies needed. In order to protect the development of local industry, the government may then enact tariff laws. So that what begins as a simple technological improvement may end affecting practically every part of the country's educational, social, economic, and political life. Now, if we may focus our attention again on your specific plans, rather than on generalizations, what are you supposed to do about evaluation? To what extent do you need to be aware of side effects that might arise from your plan; to realize the long range as well as short range implications of your plan; to consider the relationship of your plan to the overall balance of your country? It is likely that this question will be answered differently by different individuals. Some will suggest that the responsibility for evaluation of plans rests largely with superior officers. Yet it is almost certainly true that you yourself are in the best position to observe the idea at work in the United States, and to consider accompanying aspects that seem closely related to the idea. And it is certain that the ICA participant who presents a plan that he later wishes he had never introduced may do his country a real disservice. V A Last Word IT WOULD BE GOOD if we could say here that attention to all the concerns mentioned in this booklet, plus continuing awareness of the needs and expec tations of others and of the implications of your words and actions would guar antee success in all your enterprises. However, so many factors are involved in success that it would not be possible to name all of them, and of course effectively controlling them is equally impossible. We can assert that success is more likely to come to the person who knows what he is doing than to the person who does not. A participant who returns to his country should know what he is doing, and should act on the basis of that knowledge when he is listening to others, talking and writing to others, seeking to secure support and cooperation for his plans, undertaking evaluation of his plans in their relationship to his country's needs, or seeking understanding at any level. We have spent these pages discussing how you can put your experience and knowledge to its most effective use. We have often spoken of matters which your experience has already taught you, and sometimes of things which may apply to some ICA participants but not to others. Our excuse for saying so much is that we sincerely wish you success in reaching your goals and those of your country. 26 27 ,. I I I n > n ~ 5 -· (") a .... 8 v.:i ~- ~ "' "' O", ...... ' .. I 0-i 00 - - --- / ~ J '{ £ a © J CMN.. 1 \ - 2-.c;- ~l, l CJ 68 ® 5~ l t-- \7., ~~b7 ( -g-- - 3 l) f 9 6 I • I ■ @ J~ \D-IY; lo/f,<._ ~--("2-r (Cf£.7 JS-- 2--z, I ,G~ 1)--'<.e.... J~ J-~ j ~ ~ ~ ~c__ l1 '-0 \. i bl \ ~ .. - .... I I I •t~ ~ - ST AF F DIRECTORY International Cooperation Administration Seminars on Communication Conducted under contract by Michigan State University, East Lansing, Michigan Administered by the College of Communication Arts at Michigan State University • 'This directory includes those.individuals who support the seminars through development, teaching advice, and high interest. April 1, 1961 - 21 - -!!WELDEN Terry (Mr.)i~Instructor, Department of Speech, , Kan~as State Co.u.ege, · Manhattan, Kansas; Former 9 Resident Coordinator, Fonner Associ ate Director, ICA Seminars; A. B. , 1954, West Virginia ·universi ty; M.A., 1957, University of Pittsburgh; additional. graduate work, speech, Michigan State University~O) +WELLS Donald (Mr. ); Director, National Project in A~icultural Communications, Michigan State Univer sity, East Lansing, Michigan; B.S., 1949, St.Maryts (1) College; M.s . , 19SO, University of wTuconsin. WESTIEY, Bruce (Dr. ); Associate Professor, School of Journalism, University of Wisconsin, Madison; Wisconsin; · Ph.B., 1938, University of North Dakota; M.s. , 1941, Columbia University. . (2) .. ,. WHIT~.Elmo J . (Mr. )1 qhief1 Art and Graphics Divi.sio~ US1JA., Office of .uu·orma'tion, u. S. Department a.r Agriculture; 1930, St. Joseph.ls Academy; 1938, Los ftngeles City College. (1) . +WOZNII\K, Daniel (Mr• ); Associate Director 1 IC~ Seminars . on Canmunication; Doctoral Candidate, ltichigan State University, East Lansing, Michigan· (~5. B.s. , 1952, M.s., 1958, Iowa St~te University. fflIGLEY, Charles (Dr. ); Professor, Department of Psy.;. chology, Michigan State University, East Lans:ing; -. Michigan; B. A., 1938, M.A., l.94o, University of New _ , Zealpnd; Ph. D. , 1949, University of London. lUNIGA, Evenor (Mr. ); Research Assistant, Bureau of ·Education, Educational Research, College of 1uchigan State University, East Lansing, Michi gan; B.A. , 1948, Knox College; M.n. , 1951, Northwestern; additional graduate work, education, Michigan State Univer sity. /htdvisory Committee for Michigan State University *Development Committee +Graduate Student, Department of General Conmunication Arts, Michigan State University. - 10 - HECKEL, Maynard V-r.); Extension Division, Virginia a W Polytechnic _Instit-ute, Blacksburg, Virginia. . English, +HEPLER, H~l (Mr.); Director., Developmental Reading and Instructor, Bay City Junior College, Bay City, Michigan; B.Ed., 1950, M.A., 1958, New York University. (1) HEWGILL, Murray A~ (Dr.); ~ssistant Professor, Depart- , .. ment of Speech, Director -of Fo~ensics., Michigan ii •• B., Stat~-· .University, . ·East · Lansing, Michigan; 19L6; Eastern liazarene College; B.D~, 19·5q, : .lab-qry Theological Seminary; M.A., 1953, Ph.D., 1959, University of ~ichigan. (10) HIQK~, :J 9hn ·(Jr. ) ; Director of Humanities, University -· of South Florica, Tampa, Florida; Executive Secre Iowa. tar.v, ·college English Association; Ph.D., {2) . HIGBEE, Homer (Dr.);_ : .Associate Profess·or, !.Aa~iatant Dean, International Programs, Michigan State UniveP.. sity, East Lansing, Michigan; B.s., 1948, M.A., 1950, Michigan State University; additional graduate study, Michigan State University. . . . . HILTONi Carroll (~r.); Grad~ate Assistant, Department of t>peech, Michigan State University, East Lansing, Michigan; B.A • ., 1959, Long Beach State College; M.A., 196o, Unjversity of New Mexico; .graduate work, speech, Michigan State University, 196o- - HITCHCOCK, Orville (Dr.); Professor, Department of Iowa City, Iowa; Speech, State University ~f Iowa, B.A., 1931, Pennsyl~ania State University; M.s., 1932, Ph.D., 1936, State University of Iowa. · (~) • -additi-0nal - HOPPE, Ronald A. (Mr.); Research Assis_tant, Department . .of Psychology, Michigan State University, East Lansing, Michigan; A.B., 1957, University of Michigan; M.A., 196o., Michigan State University; additional graduate work, sociology, Michigan State University. (1) ... u ... • ISHINO? Iwao (~~); Associate Pro!essor, Department . of Sociology and Anthrqpology, Michigan State Univer .... sity, East Lansing, Michigan; A.M., 1953 Ph.n., ' 1954, Harvard University. (2) , • ISAACK, Thomas s. (Dr.); Professor, CollegeQ' Commerce West Virginia University, Morgantown West Virginia - : , Ph.D., 1954, Indiana University. (11 +J~GJN, Robert A. (~.); Information Specialist, Infonnation Services Department of Agricultural Grad~ate ~~ud~t, Michigan S\ate Unive~sity, Eqst Lansing, Micµigan_; A.B., 1938, State Unfarersity ·of Iowa; M.S., ·1957, . University of Illinois • . · (2) JENKINS, J~es ~Dr.); Professor; Department of Psychol.:.. ogr ,. U!ll. versity of Minnesota, Minneapolis Minnesota. B.s • ., 1944, University of Chicago· a'B , 1947 -' Will' ' 1950 University of Minnesot,;1. 1 allege; M.A. 1948 Ph.D , • • , ., J · ewe 11 C 1am (1) ' ' JENNINGS, Eugene. E. (Dr.); Associate Professor., D-:pirt _ me~t o~ Business A~inistration, Michigan State Um.vers:ty, East Lansmg, Michigan; B. A., Augustana College, M. A., Ph.D., 1951, State ·university of Iowa. (5) - KELIX, Douglas· C. (Y.a-.); Doctoral Student, For eign . Studies, Harvard Uiliver5ity Cambridge~ Massachu• sett3; B. A., 1951., Berea ·'college; M.A., 1958 ' Mic nigan Sta~e University. (1) KIRK, Bruce (Dr.); Jersey City State College Hudson Bo_ul-.3vard:, Jersey City 5, New Jersey. ' KLAPPER, Joe (Dr.); Department of Relations, General Electric Lexington Avenue, New York 22 . , Public and Employee Corporation, 570 New York • +KLEMPNER John A. (Mr.); Graduate Assistant, Depart ment ~f General Communication Arts, Michigan State University, East lansing, Michigan; A.B., 1959, M.J., 1960, University of California (Berkeley). ~ULLEY, Halbert E~ (Dr.); Associate Professor, Depart,;.. men't of Speech, University of Illinois, Urbana, • Illinois,; B.Ed•.i · 1940.t. Southern IDinois Url.versity; M.A., 1941, Ph.v., 1~48, State University of Iowa. (2) • - 9 .. KRAMAR, Edward J. J. (Dr.); Assistant Professor, Southwestern Louisiana Department Louisiana; B.A., 1950, Institute, Lafayette, Abilene Christian College; M.A., 1951, Ph.D., 1955, Florida State University. Speech, (3) of KRATHWOHL, David (Dr.); Professor, Department of Education, 'Re!3earch Coordinator, Bureau of Educa tional Rese arcu, ~ichigan State University, East Lansmg, Michigan; B.S., 1943, M.A., 1947, Ph.D., 1953, University cf Chicago. +KUCE...-CU., Geoffrey z. (Mr.); Graduate Assistant, Depart ment of Television and Radio, Michigan Statel.hi;en: sity, East Lansing, Michigan; B.s., 1959, M.s., 196b, University of Florida. *KUMATA, Hideya (Dr.); Associate Professor, Department of General Communication Arts, Michigan State University, East Lansing, Michigan; B.A., 1951, State University of Iowa; Ph.D., 1958~ University of IDinois. (10) LAMB, Jack riall lMr.); Assistant Professor, Department · of Speech and Drama, University of Connecticut, Storrs, Connecticut; B.A. , 1942, Hastings College; M.A., 1949, State University of . Iowa; additional study, State University of Iowa. of (Dr .. ); Head, Political Science, Michigan State Un~-versity, East Lansing, Michigan; A.B., 1947, A.M • ..., 1950, Univer s ity of Illinois; Ph.D., 1954, Princeton UniveIS~ LAPALomARA, Joseph Department L\SSEY, William (Mr.); Assistant Direcixr, .Intematfonal Cooperation Center, Montana State College, Bozeman, Montana; B.S., 1956, Montana State College; gradu- ate study- at Monbna st-ate ColleP"E>, ' GUPTA, Savita (Mrs.); Graduate .Assistant, Department of Sociology an .Anthropology, Michigan state Univer sity, East Lansing, Michigan; M.A., Ph.D., Agra University; additional graduate study, Sociology~ Michiga?? State University. (1) *HAU, Edward T. (Dr.); Director, Overseas -Training and Research, Governmental Affa:irs Institute, Washington, D. c.; Ph.D., 1940, Colt1I11bia University. (1) *HALLER, Archibald o. (Dr.); llma::iate Professoij Depart ment of Sociology and Anthropology, Michigan State University, East Lansing, Michigan; B.A., 1950~ Hamline University, M.A., 1951, University of Minnesota; Ph.D., 1954, University of Wisconsna. (3) #HAMILTON, Thomas (Dr.); President, State University of N~w York, Albany, New York; A.B., 1936, DePauw University; A.M., 1939, Ph.D., University of Qrlc~.._ - -HANCE, Kenneth G .. (Dr.); Professor, Department of Speech, Michigan State University, East Lansingi Michigan; A.B., 1924, M.A., 1926, Olivet; Ph.D., 1937, University of Mi~igan. (3) · +HARRISON, Randall (Mr.); Graduate . Student·, Department of General Communication l lrts, ?-Ii~ "St:ate Univer sity, East Lansing; Michigan; B.-s., 1950, thiversity of Wisconsin; M.S., 1959, Michigan State University. (2) STAFF DIRECTORY April 1, 1962 Seminars on Communication Conducted for the Agency for International Development by Michigan State University STAFF ' DIRECTORY Agency £or International Development Seminars on Connnunication Conducted under contract by M.tchigan State University, Ea.st Lansing, Michigan Administered °Qy the College of Communication Arts at Michigan State University This directory includes those individuals who support the seminars through development, teaching advice, and high interest April 1, 1962 ,. • • I Key to Symbols # Advisory Committee for Michigan State _University * Development Committee . . . AD.MfS, John B. (Dr.); Associate Professor of Journ alism, University of·· North Carolina, Chapel Hill, North Carol:µia; A.B., l953,- Berkeley, California; N.s., 1954, Hisconsin; Ph.D., 1957, Wisconsin. *ALEXANDER, Fr~derick G. · (Dr.); Associate Professor, Department of Speech, :Michigan State Imiversity, East·~r..ansing, Nichigan; A.B.,1941, Carroll College; M.s., 1947, Ph.D., 1955, University of Wisconsin. AU.EN, Lawrence, A. (Dr.); Director of Education, .American Hospital Association; Ph.D., 1961., Univer sity of Chicago. ALLEN, Terrence H. (Dr.); Associate Professor, Depart ment of Ps,ych1:>logy, Nichigan State University;B.s., 1948-, Univers:tty of /ashington; 11.s., 1952, Ph.D • ., 1954, Purdue lhtiversity. ANDERSON, Ernest W. (Dr.); Professor, Department of · Universit~ of Illinois; B.S.A • ., 1937, N.s • ., Extension Education and Training, Illinois, Urbana, 1949, Ph.D • ., 1953, Purdue University. #ANDREWS, Stanley (Nr.); Consultant, Llternational Pro grams (on leave) Hichigan State University; B.J., 1921, 1:hi versity of Missouri; additional graduate work Michigan State University • 1 l .ARNOLD, Carroll, (Dr.); Professor of Speech, Depart ment Chairman, Cornell University;B.A. Sioux Falls, 1933; M.A., 1940, Ph.D., 1942, Iowa. ARNom, Paul E. (Mr.); Instructor, Hotel & Restaurant & Institutional · Management Department, Michigan· State University, East Lansing, Michigan; B. M., 1957, 1-ti.chigan State University; Ji.B.A., 1959, Har vard Business School. Additional . ·graduate work, Michigan State University. ATKIN Kenward (Dr. ) ; Instructor, Department ~.f :Adver ti~ing, Michigan Etate University; B.A., University · of Michigan; M.A. University of Michigan; addition 'ai graduate work, Michigan State University. AXINN, George H. (Dr.); Coordinator of University of Nigeria Program, ~ichigan State University; B.s., 1947, Cornell University; N.s., 1952, Ph.D.,- 1958, University 0£ Wisconsin. BAIN, Jack N. (Dr.) Associate Professor of Speech ( on leave) Michigan State .University; Deputy :oh:hef. ·a; Party,r· n.~~ TJ. 11..dvis'o.r.y Grm:tp, , tJr:d. verstty:of ...Nigeria at Nsumro; Nigeria; • B.s., 1943, M.A., 1947, Un iversity of South Dakota; Ph.D., 1953, University of :Missouri. BALL, John w. (Dr.); Research Director: Center for Interdisciplinary Research in English; -Wayne State University, Detroit, Michigan; A.B., 1941, M.A., 1942, Miami University; Ph.D.,. 1947 University of Cincinnati. · B.ARNLUND, Dean c. (Dr.); Associate Professor, School of Speech, Northtrestern University, Evanston, Illinois; B.s., 1942, M.A., 1947, University of Wisconsin; Ph.D., 1951, Northwestern University. BARRO·T, Lionel O., Jr. 485 Lexington Ave., Morehouse College; sity of Wisconsin. (Dr.); Bureau of Advertising, New York, N~ Y.; B.A., 1948, H.A. ,19,58, Ph.D., 1960, Univer- BEARD, Anne W. (Miss); Instru~tor, Department of Gen , eral Communication Arts, Nichigan State University, East Lansing, ~Iichigan; B.A., 1957, . University of .Kentucky. M.A., 1959, Miami University. BECiillR, Samuel L. (Dr.); Director, Division of Tele ,&+c~ University of Iowa., vision, Radio, and Film., Iowa City, Iowa; B.A., 1%7, M.A., 1949, Ph.D • ., 1953,. St2te TTniversity of Iowa.,_ .. BECFill:.TH, Gerald c. (llr.); Assistant Professor, .. De partme~t of Speech and ~adio, Baylor University, Wa?o, '.l~s;A.B., 1951., ti.A., 1954, Nichigq11 ,State ,Uinvers1~y; ~ddition<}-1 graduat~ work at Michigan State University. ~ *BERLO, David K. (nr.);Head, Department of General Com~ ars, ic • .....,g~ tc!te University, DEc:,st Lansing, Michigan• ' A.B., 1953, Ph.D., 1956, University of Illin9is. munication Arts, Former · Director , M. senun· IC•' .ti. S 1-,.; BETTINGH.A US, Erwin P. (Dr.); Assistant Professor, De Ijichigan .Michigan• B s ' partment_ of G~neral Communication Arts, State University, East Lansing ' 19~2 U . University; Ph.D., 1959, University of Il1 4 -oi • •' inois; M.A., . 1953, Bradley , 1:l.versi y .o f Ill . t -: ~ s. BIG@:.Qlll, _Joru:1 H. (Dr.~; Intermediate City PJanner, 1953 · San Detroit City Planm.ng Connnission • B A F:ancisco Sta~e; M.A., 1956, tiichiga~ State tfu.iver s3: ty; Ph.D •, Nichigan State University-completed ex- , cept for dissertation. ~B~cF-., _Jos~ph. E. ~Dr.) ~Chair~n, Department of Govern i:-ient,. Mia.nu _University, Ohio; · A.B., Utah State Un-" " 1vers1.ty; h.11: • ., 1948, Northwestern; Fh.D., 1950 ' Northwestern University. .e. .. ' I .. • I BO.f{ll:U:i.NN, Ernest G. (Dr.); Assistant Professor, Depart ment_ of r~peech, University of . Minnesota, Minne apolis., Xnnnesota; B.A • ., 194.~, University of South Dakota; M.A., 1951, P~.D • ., 1953, State University of Iowa. l ! " Vocational Education, *BOROSAGE, Lawrence (Dr.); Professor, Department of :Michigan State University, East Lansing, Michigan; B.s., 1945., ~.A., 1947, , . Ph.D., 1953, Ohio State University. • N Waldo w. {Dr.);Professor· and Chat~, Depart- B~!n~ of Speech, Louisiana State University; ~aton R ouge, 1938, Ph.D., 1942, State Umversi ~ o LoUl. .... iana · · B.A., 1932, Penn College; 1I.A., owa. f I ·t . . o . , BROADHURST Allan eec (M.r.); , Instructor, DeJ?artment of Sp han 'd Drama University of Connecticut; f ·ormer Resident Coordinator AID Semihars on Communica ion; B.A., 1954, Dennison Unive:s~ty; B,D., 1958, Drew Theological Seminary, A~diti~nal graduate .w~rk, Speech,, Hichigan State University. t· . · BROCKRIIIDE Wayne E. (Dr.); Associate Professor, De partment of Speech, Unive~sitJ of Oklabo~a, Norman, Oklahoma; B.0., 1947; N.s., 1947,_Indiana ~ta~e Teachers College; Ph.D~,1954, University of Il]jnois. BH.OiiN, Emory (Dr.); Professor, Extension Division, Penns .-lvania .State· University, University Park, I--ennsylvania; B.s., 1948, Pennsylvania State Ih iversity; Ph.D.,, 1953, Hichigan State University. BUCIGtEY Bruce (lir.); Production Specialist, _Audio Visu~l Center, University of .Indiana, BloolTll.ngton, Indiana; · H.A., ldami University; aqditional grad uate work, Indicll?-a Univer sity. BU.3FIELD, Roger (Dr.); iielations Specialist; · Consumers Power Company, Jackson, Michigqn; Ph.D., l95L, Florida -:5tate ~iversity. I-ublic BYRNES Fra.tJ.cis c. · (lir.); Consultant,- · International· ..Pro~rams, Uicm.gan State University, East Lansing, Michigan; B.s., 1938; Iowa State c·olleg~. Addi tional graduate study, I-tichigan State University. #CA:RtlN, Edward A. (Dr.); Daan. of University College, Michigan Stat~ University, East Lansing, · Miohigan; 11.A., 1947, Ph.D., 1950, New York B:·s;, 1946, Ur.liversity. CAMPBELL, James H. (Mr.); Assistant Director, AID Sem inars on Communication, Michigan State University; B .A., 1956, Mi.a.mi University; additional graduate work at University of Oklahoma and Michigan State University. C.'1RMACK, William R. (Dr.); Director, Center for Human Relations, Extension Division, University of Okla homa, Nonnan, Oklahoma;B.A,,1951, Abilene Christian College;M.s.,1953, Florida State University; Ph.D., 1958, University of Illinois. t I I CARTER, Jack (Mr.); Michigan Bell Telephone Company,· Detroit, Hichigan; B.A., 1950, Southeastern State; M.A., 1953, University of Alabama; additional study Louisiana State University, 1955-57. CARTER, Roy (Dr~); Professor, School of Journalism, Director, . R-esearch Division, University of Minne sota, Minneapolis, Ninnesota; B.A • ., 1948, Kansas State; M.A., 1951, University of Minnesota; Ph.D • ., 1954, Stanford. CLEARY, Norman (Mr .); Instructor, Science of Society, Montieth College, Wqy-ne State University, Detroit, Michigan;B.s., 1950,M.s., 1957, Iowa State College; additional graduate work Michigan State University. CLEVENGER, Theodore, Jr. (Dr.); Assistant Professor, Department of Speech, Director, Communtca tion and Public Address Experimental Laboratory, University of ·1isconsin, Madison, ~-lisconsin; B.A., 1951, M.A • ., 1952, Baylor University; Ph.D., 1958, Florida State University. COHEN, Ronald (Dr.); Assistant Professor Sociology and Anthropology, McGill University, Montreal, Canada; B.A., 1951, University oi' Toronto; M.s • ., 1954, University of Wisconsin; Ph.D., 1959, Univer sity of Wisconsin. .j t .. ,, CC RMNN Bernard R.(Dr.);Associate Professor, Coll~ge of * ' Ei,d c'ation Michigan State University, East Lansmg, . t-ir Michigan; Ph.D., 1954, Colum ia niversL J • b' U . u ' COSTI~V Dan (Mr.); Assistant Instructor, D~Part1:1ent .f ~C~mmunica tion 1rts, Mj cbigan State University; ~.A , 1957, M-.A., 1958, University of Ok~a ho~, ad ditional graduate work Michigan State University . CC1TTfl.ELL, Fred (Dr.); Professor and ~~ea~, of Sociology and Arthropology, hiami Oxford, Ohio; A.B,, 1925, Occidental; Ph.D., 1930, Stanford. Department University, A.H, 1929, COUCH, Carl J. (Dr.); Assistant Profess~r, D~partment of Sociology, Central Michigan University, Mt. 11 . !\ ., 1954, Pb.D. .. , 1955, State Pleasant, Michigan; University of Iowa. CRAbTE, Lauren E. (Dr.);Associate ~rpf~ssor & Director, Department of Marketing Communicatipns, -N~tre Dame University; B.A., 1939, University of Minnesota; N.s., i946, Iowa State College; Ph.D., 1961, Stan ford University. CRARY, Ry land 1tJ . (Dr. ) ; Prof essor, C~llege of Educa tion, University of Pittsburgh, Pittsburgh, Penn sylvania ; B.A., 1S'35, ,l .A., 193 7, . PhiD,, 1946, University of .1.owa. C'R.OFr, Albert J. (Dr.); Ad ult I::duca t i~n Specia~ist, U. S. Operations Misdon to Vietnam! Sai~on, Vietnam; B.A., 1940, Nebraska Wesleyan University, M.A., 1946, Ph.D., 1952, Northwestern U~iversity. (AiD) CROM Robert .L. ( ir.); Dire ctor of Communication and the Fresident, North Dakota State 11.;sistant to University Fargo, N. D.; B.S., 1950, I owa State College; M:s., 1960, North Dakota University. DARNELL, Donald K. (Mr.); Assistant Instructor., De partment ?f G?11eral Communication Arts, Michigan State University, East Lansing., Michigan; A.B • ., 1957, William Jewell College; M.A., 1960 Michigan State University. DEARING., Bruce (Dr.);Dean,College of Arts and Sciences., Communication Consultant., University of Delaware., Newark, Delaware. DEFLEUR, Melni:1 L. (Dr.); Assistant Professor, Depart ment of Sociology., Indiana University, Bloomington, Indiana; B.s., 1949, St. Louis University-; M.s., 1952, Ph.D., 1954, University oi.' Washington. DENHA M, James (Mr.); Assistant Professor, Department of English, Communication Consultant, -liami Univer sity, Oxford, Ohio; M.A., }li.ami Uiu.versity• addi tional graduate work, University of Cincinn~ti. DEl\lNY., M. Ray (Dr.); Professor of Psychology, Michigan State University;B.s • ., 1942, M.A., 1943, University of Iowa. DENT, Ralph, W. (t-;,r.); Associate Professor of Psychol ogy, Ontario Agricultural College, Toronto; M.A., .1949,_Toro~t? Uni~ersity; additional graduate study · at_.EdinQurgh:;. University. DEUTSCH, Steven E. (Mr.); Assistant Instructor, De partment of Social Science, Michigan State Univer sity; B.A., 1958,. Oberlin College; M.A., 1959,Mich i~an State University; additional graduate stUdy ' Michigan State University. r \ * EUTSCHMANN, l'aul J. (rr.); Professor, Department. o.r D General Communication Arts,Director, Communica~ions Research Center (on leave), YJ.ich~gan State Univer sity Director Programa Interamericana de Infonn acio~ Popular, San Jo~e, ?osta Rica; B.S., 1940: M.A., 1952, Oreg·on Um.vers1ty; Ph.D., 19!S6, Stan ford. DIAZ Juan B. (Mr.); Graduate Student, Departme~t of G~neral Communication Arts, Hichigan State ,u~ver sity, East Lansing, Michigan; B.s., 1951, N~tional Sch~ol of Agriculture; M.S., 1955, University of Wisconsin. DC,n5 ;·:y John T •n. ~, · Political Science, . Vanderbilt Uni.versl. y; Jr. (Ir.)• Associate ProfeBsor of Ph D • t • . •, • ' ' ' 1955, University of Alabama. DCMNS, Calvin (Nr.); Resident Coordinator AID Seminars on Connnunication, Cacapon Lodge; . B.A., 1958, Hard ing College; M.A., 1959, MSU; a~ditional graduate work in Speech, Nichigan State University. DRAKE, Glendon F. (Mr.); Instructor, Dep~rtmen~ o~ En! lish W~vne State University, Detroit, Michigan, · A,B.: 1955, Miami University; H.A., 1959, Oklahoma State University. ECROYD Donald H. (.Jr.); Associate PrQfessor, Depart ment of Speech, Michigan State University, East · Lansing, Michigan; B.A., 1944, M.S • ., 1945, Ph.:p., 1949, University of Iowa. EDGE, Turner w. (Mr.); Associate Direct.or, Unive~sity Theatre, University of Delaware, Newark, Delaware; A.B., 1955, University of Derava•e; M.s., 1957, Cornell University; additional graduate work, Un iversity of Illinois, 1957-60. EHNINGER, Douglas (Dr.); Professor of Speech, Univer Iowa; B.S., 1936, M.A=, sity of Iowa, Iowa City, 1938, Nortrr•restern University; Ph.D., 1949, Ohio State Urii-ifor~5.tv ~ ELLINGSvO.~TH,. Huber (Dr.); Direct~r, AID Seminars on Communication, Assistant P!ofessor, Department of General Communication Arts, Michigan State Univer sity, East Lansing, Michigan; 3 • .A. 1949 Pacific Uni~ersity; M.A., 195?, State 901l;ge or'Washing-_ ton, Ph.D., 1955, Florida State University. EL-OKB_'(, Mahmud M. (Mr.); Graduate Assistant, Depart me~t or. General Co~unication Ar·ts, Michigan State University, East .Lansing, Michigan; B.A,, 1943, Cairo; M.A., 1945, Shams University; M.A. 196o ' University of Michigan. ' ENGBRETSON, Robert O. (lVf.r.); Assist ant Director AID Seminars on Communication, Michigan State u:Uver sit;y;B.S~ 1?5~, H.A., 1955, Western Michigan ·Univ ersity; additional graduate work Michigan State University. · {/ERICKSON, Clifford E., (Dr.); Provost, Michigan State University-; Ed.V., 1930, Northern Illinois Univer sity; M.s., 1933, Ph.D., 1937, Northwestern Univer- sity; · ESCH, Marvin (Dr.); Associate Professor, Department of Speech, Director of Forensics, fayne State Univer sity, · Detroit, Michigan; A.B • ., 1950, v.\., 1951, Ph.D., 1959, µn1versity of ~Iichigan. FATHAW::R, George (Dr1); Prof~ssor, Department of Soci ology and Anthropology, Miami University, Oxford Ghio;-· A.B.~ 1940, Miami University; A.H., 1942 and Ph.D., 1950, University of Chicago. FIEDLER, Fred (Dr.); Professor, Del)a'f-tment of Psychol ogy, Director of Group Effectiveness Research 1ab ~ratory, University of Illinois., Urbana, Illinois; ?it.A., 1947, Ph.D., 1949, University of Chicago. FD:x1-ENBAUM, Kenneth D.. (Dr.); Assistant Professor Science of Society, Wayne State University; A.B:., 195:3, -Jueens College; _;!l ~ N. , Uni ver si ty of Chicago; FOX William M. (Dr. ); Associate Professor of Indus trial Relations and Management, University _of Florida; B. B.A., 1948, Un~versity of Mich~gan; M. B.A ., 1948, University of Michigan; Pp. D. , 1954, Ohio State University. FRJli'DHOFF, Walter (Dr. ); Associate Professor, De~art ment of Psychology, Illinois State Normal Un~ver sity Normal Illinois; B. A., South Dakota Univer s ity; Ph.D. , 1955, State University of Iowa. GERBNER, George (Dr. ); Associate_Prof~~sor, Ins~itute of Communic.,:itions Research, Um.versitv of Ilhnois, Urbana, IJ linois; B . A. , 1943, Unj "~rsj tv of C~li l •.S., 1950, Ph . D., 1955, Univer fornia, Berke.Lev; sity of Southern California. JOLD, David (nr. ) ; Associ ate Professor, Department of Sociology, University of Iowa, Iowa City, Iowa; B.A., 1947, M.A., 1948, University of Iowa; Ph.D .. , 1953, University of Chicago. GRAY Gordon L. (Dr.); Assistant Pr ofessor, Department of Television and Radio, Michigan St ate University, East Lansing, Michigan; B.A., 1948, Cornell College; 11.A. , 1951, Ph.D., ~957, Northwestern University. GULIAHORN, John m . (Dr. ); Associate Professor, Depart ment of Sociology and Anthropology, Continuing Ed ucation Services, llichigan State University, East Lansing, Michigan; R.A. , 1937, M.A., 1947, Univer sity of Southern California; Ph.D., 19$3, Harvard University. · · GULLAHORN, Jeanne E. (lrs.); Consultant, Artificial In telligence Department, Svstem DeveloP.ment Corpora t ion; A . B. , Radcliffe College, 1954; M. A., Urliver si ty of Kansas 1958; additional graduate work Miqh i gan State University. it-GULLEY, Halbert E. (Dr.); Associate Professor, Depart ment of Speech, University of Illinois Urbana Illinois; B.Ed. , 1940, Southern Illinois University; M. A. , 1941, Ph.D., 1948, State University of Iowa. GUPTA , Savita (Mrs. ); Graduate Assistant, Depar~ept of Sociology and Anthropology, M:lchigan State Univer-. sity, East Lansing, Michigan; M.A., Ph . D., Agra Un iversity; additional gra~uate st~dr, _So~iology, i'tj.chigan State Universitf.. . -. _ _. •' HAIMAN, Franklyn S. ·(o~.); Prqf~~sqr ~f Group .c~~\lni cation, ~o rthwestern University; A. B., ·1942, West ern Reserve Uni~ersity; M.A. , 1946, Northwestern University; Pl?,·.n-., 1948,. Northwes~E::I'Jl University. *HALL, Edward 'l'~ (Dr.-); 1:>irector, Overseas Training and Research, Governmental Affairs Institute, Wa..shing ton, D. C. ; Ph. D. , 1940, Columbia University. *HALLER, Archibald o. (Dr.); • Associate .Pr ofessor, De partment of Sociology and Anthropology, Michigan State University, 1ast Lansing, Michigan; B.A., 1950, Hamline University, M. A., 1951, University of M~esota; Ph.D., 1954, University of Wisconsin . #HAMIL'.roN, Thomas (nr . ); President, State University of New York, Albany, New York; A.B., 1936, DePauw Uni versity; A.M., 1939, Ph.D., University of Chicago. *HANCE, Kenneth G. (Dr.); Professor, Department of Speech, Michigan State University, .East Lans.ing, Miclti.gan; A.B. , 1924, M. A., 1926, Olivet; Ph. D., 1937, University of Michigan. HANEY, William V. (Dr. ) ; Associ ate Professor of Busi ness Administration, School of Business, Nortm1est ern University; B.s . ,1949, M.A., 1950, Ph.D. , 1953, Northwestern University. ) I !-- n HANSEN, Asael T. (Dr.); Professor of Anthropology and. Sociology, University of Alabama; B.S., 1926, Utah State University; Ph.D.,1931, Wisconsin University. HARRISON, Randall (Mt.);. Graduate Student, Dep~rtnient of General Communication Arts, Michigan State Univ ersity, East Lansing, Michigan; B:s., 1950, Univer sity of Wisconsin; l .s.,, ;1.959, Mic~gan State Univ ersity. HECKEL, Maynard (Dr.'); 'l'raining Leader, ·virginia Agri cultural Extension Service, Virginia Polytechnic Instit\ite, Blacksburg, Va.;B.S. Rutgers University., 1949; -~.s. Cornell University, 1961; Ed.D. Cornell University, 1961. HEPLER, Hal, W. (Mr.); Instructor Reading Improvement, University · College, · Mictp.gan State · University; . B~Ed._, 1950, M.A., ·1958, New York Unive.rsity • . _; HNtlGILL, Murray A .. (br.); Assi;rtant Prof~ssor, Depprt ment of Speech, Director . of' Forensics, Michigan State University, East . Lansing., Michigan; J\. B., 1946, Eastern Nazarene ~ollege; B.D., 1950, A~bury Theological Seminary:; M.1\., 1953, .Ph.D., 1959, Uni versity of Michig~ • HICKS, John (Dr.); Director of Humanities, Univer~ity of South Florida, · Tampa, Florida; Executive Secre tar,, Collegi! English Association; Ph.D., Iowa. HIGBEE, Homer (Dr.); Associate Professor, Assistant Dean, International Programs,Michigan State Univer sity, East lensing, 11tichigan; B.s., 1948, M.A., 1950, Mi~higan State tJniversity;additional graduate .study, ·IHchigan State Unive1:sity. HITCHCOCK, Orville (Dr.); _Professor,. Department of Speech, State University of' Iqwa, Iowa City, Iowa; B.1·., 1931, Pennsylvania State University; M.s., 1932, Ph.D., 1~,~, State Uni~ersity ot I~a. 0 HOP~E, Ronald A. (Mr.); Instructor, Department· . of Psychology, Miami University, Oxford, Ohio; A.B., 1957, University of r•dchigan; A .. M .. _, ·1,96e., ·6.-chigan State University; additional graduate work, soci ology, Michigan State University. HYLTON, Carroll (Mr.); Graduate Assistant, Department . of Speech, Michigan State University, East Lansing, Michigan; B.A., 19.59, Long Beach State College; M.A., 1960, University of New :Mexico; additional graduate work, speech, Michigan State University. . · IKEDA, Kiyoshi (Dr.); Assistant Professor of Soci ology and Anthropology, Oberlin College; B.A., Uni- · versity of Hawa~, l959; 1.:1' A.;7Jniversity. 0£' Hawaii· 19_55; Ph.D. Northwestern University, 1959. ISAACK, Thomas s.(Dr.); Professor, College of Commerce, West Virginia University, Morgantown, West Virginia:, , _ Ph.;o., 1954, Indiana University. *ISHlNO., Iwao (Dr.); Associate Professor, Department or Sociology and Anthropology, Michigan State Univer :East Iansing, Jiichigan; A.M., 1953, Ph.D., $ity, 1~54, Harvard University. (Mr.); JAm-1AGIN, RobertA. Information Specialist, College of Agriculture, University of Illinois; A.B., 1938, University of Iowa; H.s., 19.57, Univer sity .of Illinois; additional graduate ·work at Mich igan State University. JENKINS, James (Dr.); Professor, De?artment of Psychol ogy,Vniversity of Minnesota,Minneapolis, Minnesota.; B.s.; 1944, University of Chicago; A.B~, 1947, William Jewell College; M.A., 1948, Ph.D., . 1950, University of Minnesota. JENNINGS, Eugene E. (Dr.); Professor, Personnel and. Production Administration, Michigan State Univer - sity, East Lansing, Michigan; B.A., Augustana College; M~A.,Ph.D.,1951, State University of Iowa. KRAUS Sidney (Dr.); i ssistant Professor and Supervis In :liana University; or' of Research, Radio-TV, B.F.A., 1953, M.F.A., 1954, Art Institute of Chi cago; Ph.D., 1959,State University of Iowa. Direct or of Speech Association of America. KUCERA, Geoffrey Z. (Mr .); Graduate Assistant, Depart ment of Television and Radio, Michigan State Un~ iversity, East Lansing, Michigan; B.S., 1959, H.s . ., 1960, University of Florida. *KUMATA, Hideya (Dr.); Associate Prafessor, Department of General Communication Arts, Michii:ral'l State Un iversity, Fast la.nsing, fdchigan; B.A., 1951, State University of Iowa; Ph.D., 1958, University of Illinois. LAMB, Jack Hall (~ir .); Assistant Professor, Department of Speech and Drama, University of Connecticut, Storrs, Connecticut; B.A., 1942, Hastings College; M.A., 1949, State University of Iowa; additional study, State University of Iowa. LAPAJ1JM~RA, Joseph (Dr.); Head, De?artment of t"> oliti cal Science, Nichigan St.ate University, East Lans ing, Michigan; A.B., 1947, A.M., 1959, University of Illinois; Ph.D., 1954, Princeton Hnj_versity. LA.S3EY, William (Hr.); Coordinator, Researcn ~reject on Code Behavior, and Assistant Instructor, Denartment of General Communication Arts, hichigan State Uni- varsity; B.S., 1956, M.A~, 196l~~Monta~ , State C91lege; additional graduate study, Michigan State University. LAUBa.CH, Roberts. (Mr.); Lecturer in Literacy, Jour nalism, Syracuse University; B.~., 1941, Wooster; M.A. Syracuse University, 1956; additional graduate work Syracus~ University. JOHNSON, Eugene I. (Dr.); Direct or, 1v1c Education f Center, and Associate P ington University St Lro ~sso~- of .Education; Wash- 1 8 Am • •, 93 , ' Ed.D., 1952, Stan- .ford University. • oms, Jlnssouri• A B • ·' erican University· M A 1949 · ' ' • • ' c· . . KELLY, ~ouglas c. (Mr.); Doctoral , Studies, Harvard Universiti setts; B.A.. 19r', B igan State University. :;;.L, • erea College· MA . St~dent, Foreign Y, Cambridge, Massachu- , Mich- · ., 19 58 ' • · ' KIRK, Bruce (Dr.); Professor of State Colleg:,. Ph D 195 . 2, Purdue University. Education, Jersey City . '· KLAPP ER, Joe (Dr ) . . • ., . ,- • , Departmertt of p' - • · R-elations, General' El . ti . . 111g on Avenue, New York N. y ec ric Co,_.., . . ublic and Employee : 5 70 Lex- ·t'~ra on, t t · , . . KLEMPNER, . John A (M ) · . ' . me~t oC Gener;l Co~~~ - Gr~duate Assistant, Depart Uni versi ty," East La ~cation. Ar~s, Michigan State M.J., 1960, UnivE-rsi~~~, C ~;hig~n; A.B., 1959 · a orma (Berkeley). ·KOMIVES, John L • (M ) · r • ; Assistant p ro essor of Bus- mess, Kalamazoo Coll .M.B.A., 1957, Univers~;e, Kalamazo~, Michigan; graduate work Michigan Styt ouf D~t:n:>it; additional f a e nivers1ty. (Dr ) • KRA11AR, Edward J. J. S~ th Associate Professor, De- partment of Speech si ty, Lafayette , Loui;. western LouiS".ia:1a Uni ver C hristian Colleg~. M A it%i B.A., 1950, Abilene ' Ph.~., 1955, Florida state University.' • ., · . KRA.T~om,, David (Dr.); Profe . ation, Research Coordinat ssor, Department of Educ- R~se~rch, Michigan State or,_ Bur~au of Educational _University; East Lansing Michigan; B. S., 194 11. A. , 194 7, Ph.D., 1953: . University of Chicago~, r LEMERT, James B. (Mr.); Graduate Assistant, Department of General Communication Arts, Michigan State Uni versity; A.B., 1957, M.J., 1959, University of California, (Berkeley); additional graduate work, Michigan State University. *LEUTN\JEGGER, Ralph R. (Dr.); Assj.stant Professor, De- partment of Speech, University of Flo.rida, Gaines ville, Florida; Ph.B. , 1948, ~farquette University; M.s., 1949, Michlp.an ~tate University; Ph.D., 1953, State University of Iowa. : f • LFJrITS, David T. (Dr. ) ; Associate Professor of Sociol ogy and Ar thro-polo gy, Miami Univ~rsity, Oxford., Ohio; B.S ., 1942, Central Michigan Universj_ty; M.A., 1947, Ph.D., 1960, Chio State Universi t:y. LEWIS, Thomas R. (Dr.); Associate Dean, Graduate School, Florida State University, Tallahassee, Flor ida; Ph.D., State University of ~~wa. LEWIT, David W. (Dr.); Department of P~ycboiogy, Uni = versi ty of llfassachusetts, Andover, Massachusetts; A.B., 1949, Princeton; 11.A., 1951, Stanford; Ph.D., 1957, University of Minnesota. LI.OID, Donald _(Dr.); Associate Professor, Department of Englist, ·,rayne State University, Detroit, Mich igan; B.A., 1939, I .A., 1940 Wayne State Univer sity; Ph.D., 194~, Yale University_. ~ :ACLEA.N, Malcolm s., Jr. (Dr.); Associate. Pr_ofessor, Department of G~neral Cormnunication Arts , Act;in,g Director, Cormntmications Research Center, Michigan State Universit~; B.s., 1947, M.A.,. 1949; Univer isconsin. sity of Minnesota; Ph .D., University of MCGRATH, Joseph E. (Dr.); Research Ass.:i.s.tant Professor, Group Effectiveness Research Lab, Department of Psychology, University of Illinoi,s, Urbana, Illinois; B.A., 1951, l'-I.A., 1952, University of Maryland; Ph.D., 1955, Tlhiversity of Michigan. or of Journalism, MCNELLY·, J-0~ (Dr•); Assi~t~~!t:~of ~~s leave) Michigan t ' D·r ctor Programa Inter- San Jose, Costa Communications Resear~ t state University: Ass~s an ulaJ. e americana e Rica~ B~A., 194661 Hi~higan State University. consin; .1: h.D., 19 1957 University o a Informacion Pop f 'v · s - v 1 r' · ' H d Department of i•iarketing MA.LONE, John ·R. (D~.); ·tyeaof Notre Dame; t'h .B., 1942, 191.6 Harvard 4 ' ·Administration; Ph • • , •r,c--nagement, Universi N t Dame. 1G University of Graduate School of Bus:11ess 1961, University of Chicago. . B A • t"l . O re. . D • , , · •m; Milton E. (Dr.); Vice President, Research Development, Dean, School for Advanced Graduate Study, Michigan State University, East Lansing, ·Michigan; A.B., 1930, Knox College; A.M., 1932, Ph.D., 1939, University of Michigan. · MURRAY, ' Thomas J. (Dr.) ; Assistant Professor, Director of Foren~jcs, Director of Stmllner Speech in~titute, University ..,f W"isconsin, Madison, Wisconsin; B.A., 1953, M.A., 1955, Ph.D., 1960, University of Michi gan. MURROW, Ben (Nr :· ); . Assista.at Chilef, Art and Graphics DiVision, Office of :µirormation, u. s. Department of Agriculture; American Academy of Art, Corcoran Art School, Was~ton, D.C. NEBERGALL, Roger (Dr.); Chairman, Department of Speech, University o:f Oklahoma, Norman, Oklahoma; A. B., 1949, Augustana College; M.A.~ 1951, Bradley Univer sity; Ph.D., 1956, University of Illinois. NORTON, Laurence \ilr.); Cba·rman, Department of Speech, IJ.linois; ~.B.~ 1927, . Bradlev University, Peoria~ Carleton Colleffe; 1i.A., 1934, University of I?Wa; Ph.D., 1947/ -Un"iversity of Wisconsin. · ~ · PW.OREY, Charles (Dr.); Associate Pro:fessor, Speech, Mi~higan State University, F.ast lensing, Michigan; A.B., 1929, Cornell College; M.A., 1934, University of Iowa; Ph.D., 19Wi, Louisiana State University. ''\ . PETIBSON, V~rg:i.l. Dr. Oxf~rd Ohio; B.A.' DeP auw Univ- Iowa· Ph.D., •t state Universi Y . of .' ' ) . A sociate Professor of English, ·( . . Miami Uruversity, . M A . t ersi r,y_, • •, CALI FOflNJA-. rtment of · Speech, PHIFER, Gregg (Dr.U);. Prof~~ysor, Tal~~~ssee, Florida; . 1941 Ph D. , Florida State niversi B.A., 1940, College. of Pacific; H. A •, 1949, State University of Iowa. D · · • , ' . . . ( ) . Professor and Head, Depart- PHILLIPS, David C. Dr. it of Connecticut, ment of Speech ~nd ~ramaB Unt;;;s [rinnell College; Storrs, Connecticut~ A. • 'r 1946 Uni ver- iYi . A., 1941, University of owa, sity of Wisconsin. . • Ph D • ., . , ' . PHILLiflS, Elmer S: C'1r ) . Professor, New York rlt• ~ Ithaca New York; College of Agricu ur_, , 1932, Cornell University. State B.S., POTTER, David (Dr. , th Sou ern B.S., 1937, M.A., Columbia Un~versity. . Illinois Um. versi: Y' ) . Professor, Department of S~ee~h! ·t Carbondale, Illinois, 1943 · , ' . 1939 Rutgers; Ph.D., . . POWELL, Frederic A. 1 • ( ir ) • . Assistant Instructor, De- , unication Arts, Michigan partment of Ge~eral CEo~ Lansing Michigan; B.A., state University, •as 1957, M.A., 1961, Michigan State Un1.vers1. y • · ·t . ' PRESTON, Ivan (Mr• ; . As~ . ) of General Communication ~r ~, versi Y, lege of Wooster. East Lansing, M1.ch1.gan; · t -. t istant Instructor, Department Michigan· State Uni- 1953 Col- , •• , B A PURDY, R P . (Dr ) • Di rec or, al h D • Field Services, 1'Uam1 u n 1 1 1929 Asbury Co B A· •' ' of Kentucky; Ph.D., ege; ' ~-' . t . rsit Bureau of Educational ive M 1' 1933 University Oxford, oh· • 10, • ., l949 Ohio State Universi ·ty • , *RAIPH, DaVid C. (Dr.); Associate Professor, Department .of Speech, Michigan State University, Eas.t Lansing, Michigan; B.s., 1947, M.A., 1948, Ph.D., 1953, Northweste~n Universitv. REID, Ronald F. (Dr.); Associate Professor; Department of Speech, Director of Debate, Purdue University, Lafayette, lndiaria; A.B., 1950, Pepoerdine College; •-· M.A ., 1951, Universjty of New Mexico; Ph.D., 1954, . . Purdue University. '. ROGERS, Everett M. (Dr.); Associate Professor of Rural Sociology, 0hio State University; Ph.D., 1957, Iowa. ·state Universi~y. · 1 ROK, :ACH, Milton (Dr.); Pro.fessor, Department of ~Psy chology, Michigan State University, East Lansing, Michigan; B.11., 1941, Brooklyn College, M.A., 1941, Ph.D., 1947, University of California; ROSE, Dana 'fr.ir.); ·, ·Assistant Vice President, Michigan ··:aell Telephone Co.; A.B •. , 1929, Hillsdale College. ROSS, Raymond S. (Dr.); Assistant Professor, Depart ment of Speech, W~ne State University, Detroit, Michigan;M.A~, 1949, Ph.D., 1950, ·Marquette Univer- sity. · #SABINE, Gordon· A. (.ur.); Vice President .for Special ~rojects, Director, ~dm.issions and Scholarships, Michigan State University, F.ast Lansing, Michigan ; B.A., 1939., M.A., 1941, University _of Wisconsin; Ph.D., 1949,· Un".iversity o;f Minnesota. ' SATTLll:'R, William (Dr.); Professor, Chairman· Department o:f Soeech, University of Michj gan, Apn Arbor, Mich igan; B.A., 1932., Yankton; M.A., 1934, University of'· Michigan; Ph.D., 1941, Northwestern University. .. .. . . • . tor Institute of Applied Ex~ SAUL, Ezra (Dr.); Direc Associate Professor, Edu- perimental Psychology, Tuft University., Medford, cational Psychology, 1947 s rl A 1949, University Massachusetts; B.s., 195i Ohi~'state University. ' of Connecticut; Ph.D • ., )· Associate Research Pro- SCHLESINGER, Lawrence ~r.of Psvchology and Research fessor in De~artD;~havior Re~earch Project, George Director, Dr:ver. Washington, D.C.; B.s., 1943, Washington Universii~55 Boston University. M.S • ., 1948., Ph.D.' ( ' #SCHULLER, Charles Dr. , tion, Michigan State Michigan; B.Ed., 19f9, PhD College; Ph. n., 193Ll-, Wisconsin. •• , ( )• Professor., College of Ed~ca- ity East Lansing., ~e~;oss' State Teachers . Un. 1949 University of , 1r • Assoc1.a e . t Professor of Journalism, u · · ·scHt-JJill.TZ, James J •, hn. - 1 Journalism, Iowa Sta_te . ni- Depa:tment of Te~94~caiowa State University; 11.s., vers1.ty; B.s., ;t 1960, Iowa State Universi Y• . ' . SCIGLIANO_, Robert Dr~ ~ · ( t . f Political Science~ . Depart- )· Associate Pro essor, . :r· higan State 'Um.ver- iic A 19co Univer- men o -;; , sity, East ~ansll:g! MA. 1952, University ~f Cal l9~6 University of sity of California, ' . ;; , · i orn:i.a- f Chicago. . . Los Angeles,· Ph.D • ., Hich:i.gan; B. •, • f - SFJUTK Kennon H • ., (Dr.); Asso~1 U~iversity of Oklahoma, 1954, University of Denver. ·ate Professor of Speech~ . Oklahoma; Ph.D., orman, SIEBERT, Fred S. (Dr.); Dean,. College of Communication East Lansing, Arts, Nichigan Stat; ~~~:sir; of Wisconsin; Michigan; A.B.~ 19~' f Illinois. LL.D., 1929, University 0 it t SPAULDING, Irving A. (Dr.); Professor University of Rhode Island; Ph.D., University. of Sociology., 1944, Cornell SPECKEEN, Frederick J. (Ur.); Dean of Students and Head, Department of Speech, University of Dubuque, Dubuque, Iowa; Former Resident Coordinator, ICA Seminars; B.A., 1952, Goshen College; B.D., 1956, Goshen Biblical Seminary; additional graduate work, 1'1ichigan State' University. . ' SPREY, David (Mr.); Graduate Assistant, Department of General CoTl'llllunication Arts, Hichigan State Uni ver-. sity; A.B., 1950, Goddard College; M.s., 19.55, Boston University; adc;litional graduate work l•f;i.chi gan State University. STA. MARIA, Felixberto c. (br.); Assistant Professor., Department of E11glish, University ~f the Philippines Quezon City , Philippines; B.S.E., 1948, University of the Philippines; U. A., 1952, Stanford University; Ph.D., 1962, }Iichigan State University. STARCHER, Tom (iir.); Instructor, Department of Speech, Un:i:versi ty ·of Nary land, College Park, }Iaryland, B.A.,1940, University •of Southern California:; N.s • ., 1948, University of Arkansas. STEINER, Ivan (Dr.); Associate Head, Department of Psychology, · University of Illinois; Urbana, ·Illinois; A.B., 1941, Central riichigan College; M.A., 19h8, Ph~D., 1952, University of Michigan. STELLWAGEN, William T. (Dr.); InstJructor, DeP,artment of General Communication Arts and Department of . ~~yc~ology, Nichigan State University,East Lansing., i11.s., 1956, Ph.D., 1959, 11'11.chigan; B.s., 1952, University of Washi{igtcm. ' · · ( ·Professor., Depart- STEW.ARI', Robert L. Dr• ; As~o~:a ;;_ an University' Mt ·. ment of Soc~ol~~' _centra i9;~ gM.s • ., 1953; Ph.D., Pleasant, M1ch1gan,_B.A., ~' 1955, State University of Iowa. · t ) SMITH Bruce Lannes , Science, University of Chicago. :Michigan State (Dr.); Professor Un" ., ivers . i· ty• Ph.D., of Political 95'7 ' l #TAGGART, Glen L. Dr~; ) D International Programs, .~an, East Lansing., Michigan; Michigan State Universi YPh D . 1948 University of B.S., 1940, Utah State; Wisconsin. • ., ( ' TAIT, Elton B. ( ) D a"'tment of Radio and Televi• i~· ; l Ele~sion Service, Peqnsylv~:a sion, A~ricu_tura University Park, Pennsylvania, State Universi Y! B.S., Pennsylvania Sta e t 11n·versity. i TAYLOR, Hal (Mr.); Information, U. s. epar Washington, D. c. tion Specialist, Office of InfDorma tment of Agriculture, 'l,'-THOMA.8, Gordon (Dr.)~ Pro. . fessor · Department of.Speech, . East Lansing, Michigan; 1941 Michigan 36 Albion College; M.A., ·1952 Northwestern Universi Y• . Mi higan State Um.varsity, , A.B., 19 State College;Ph • • , . . D . t C , · ' ) Instructi:>r; Department of· THURBER, . Jo~ H. (Hr. ; University, East L~sing, 1957 University of Speech, Nichigan State -,i A Michigan; B.S~, . 1951, ~;at~ work,-, Speech, Mich~ Nebraska; add1.t101;al gra igan State University. ( ) . tant Professor, Department TORRENCE, Donald. Dr• ;Assis Forensics, Knox College: of Speech, Di:ec~o: of Galesburg, Illinois, B.A.,. 1957, University of Illinois. . , 1948 N.A., 19.51, Ph.D., *VEENEN?AAL, Wilfred L. (M:r.); Assistant Professor and Assistant Director., Audio-Visual Department, Michi mtn Sta~e University, East Lansing, Michigan; D.Ed., 1937, ?~lwaukee Stc:te Teachers College; lf.s., .l947 ' University of Wisconsin. VERGIS, Jom_i (Dr:); })rofessor of Education; Arizona State University, Tempe, Arizona· BS Ne Y k U · California. • • 1 w_ or . m.versi :y-; Ed.D • ., University of Southam and M A . • , · t ' VLAJ\1DIS~ John,w: (Mr:); Instructor and Director 9f Fo~ ,1nversity of Connecticut· B A iversi Y o Cormecticut; M.A., 1956, additional rensics, U]n • graduate study, University of -Iowa .. 1953 , • • , ·t f ' W:AISEt:!EN, Frederick B. (Dr.); Assistant Professor, De ~artment _ of Sociology and Anthropology., Nichigan State University, East Lansing Hichigan· MA 1952, Ph.D., 1952, State University of Iowa: • ., T-~ ACE,. Kral (Dr .. ); Head, Department of Speech., Un 1927 iversity of Illinois, Urbana, Illinois· BA ' N.s., 1931, Ph.D., 1933, Cornell Unive;sity:' WARFI:L, Har:y R._ (Dr.); Professor, Department of En_ llsh, University of Florida, Gainesville Flon.ct! A.B., 19?0, Buclmell; .• i•·•, 1924 Columbia· Ph D ' • •, 1932, Yale. ' ' WAT§S'. H~nry (Ur •. ); Instructor Research, Department of <:'° 1 ~ gy and Anthropology,.. ~1ichigan State Univer si t!, . B.A., 1957 ,M.A., 1960, Uni verai ty of Buffalo· ad~1t1.onal graduate work, Sociology Michigan Sta~ , University. ' WELDEN., Geraldine (l1rs. ).;. Former Secretary and Staff ICA Seminars; B.A., 1'i.A., University of Member, Pittsburgh. J. '1" WELDEN, Lloyd w., Sr. (Mr.); Professor., Speech, West Virginia University, Morgantown, West Virginia; B.S., Northwest Missouri; M.A • ., 1947, University of Missouri. WELDEN, Lloyd w • ., Jr. (Mr.); Director of Forensics, Speech Department, University of Illinois; A.B. 1 1949, M.A., 1950, West Virginia University; addi tional graduate work Michigan State University. WELDEN, Terry (Dr. ) ; Instructor, Department of Speech, Kansas State College, Manhattan., Kansas; former Resident Coordinator, Former Associate Director, ICA Seminars; A.B., 1954, 1·Test Virginia Untversity; M.A., 1957, University of Pittsburgh; Ph.D., Speech, Michigan State University. WELLS, Donald (Mr.); m.rector, National Project in Agricultural Communications, Michigan State Univ~r sity; B S. 1 1949, M.s., 1950, University of Wis consin; additional graduate work Michigan State University .. WESTLEY, Bruce (Dr.); Associate Professor, School of Journalism, University of Wisconsin, Madison, Wis consin; •?h.B • ., 1938, University of North Dakota; M.S. 1 1941, Columbia University. WHITE, Elmo J. (Mr. ) ; Chief, Art and Graphics Division, Office of Information, U.S. Department of Agricul ture; 1930, St. Joseph's Academy; 1938, Los Angeles City College .. WHITE, Maurice E. (Dr.); Assistant Extension Editor and Professor of Agricultural Journalism, Univer sity of Wisconsin; B.S., 1946, M.S., 1947, Univer sity of Wisconsin; Ph.D., 1960, Cornell University. ·1-IOZNIAK, Daniel (Mr..); Resident Staff Member:, AID Seminars on Connnunication; B.S.:, 1952, M.s., 1958, Iowa State University; Doctoral candidate., Michigan State University. I MICHIGAN STATE UNIVERSITY OF AGRICULTURE AND APPLIED SCIENCE • EAST LANSING COLLEGE OF COMMUNICATION ARTS August 4, 1960 Dr. Iwao Ishino, Associate Professor Department of Sociology & Anthropology 429 Berkey Michigan State University East Lansing, Michigan Dear Professor Ishino: As you may know, Michigan State University has been engaged by the International Cooperation Administration to conduct a series of seminars on communication for foreign nationals who visit this co1.mtry as trainees under the mutual security program. Director of the program is Dr. David Berlo, head of the department of General Communication Arts. These week-long seminars began rn 1958 o Fifty semi nars have been held and 36 are scheduled during the current fiscal year. Those from September through June ·will take place at Cacapon Lodge, Berkeley Springs, West Virginia, 80 miles west of Washington, D. c. Developmental and teaching staff has been draim from the disciplines of communication, psychology, social psychology, sociology, anthropology, education, audio-visual aids, speech, journalism, English, business, and broadcasting. Your name has been recommended as a potential addition to the staff. fore wri trng to determine your availability for such an assignment. On-campus staff members usually participate in one or two seminars during the academic year. If you elected to come, subject to the approval of your department head, you would receive reimbursement for air travel from East Lansing to the confer ence site and all expenses. There would be no change in your regular university salary for the weelc you taught at the seminaro However, a sum amounting to 3% of your regular ten-month salary would be credited to the account of your depart ment for use as payroll f1mds. These funds could be used by your department for research, student labor, etc. The "WOrk week begins Sunday at 3:00 p.m. and ends Friday at 10:00 p.m. I am there The enclosed material on the seminar may help you to determine your availability. Should you decide to participate, you would be given an advance assignment con sistent with your interests and background. please do not hesitate to write. If you need further info.nnation, Cordially yours, Huber Ellingsworth Associate Director ICA Seminars on Communication dcj Enclosures Staff Availability Form ICA Ccamm.ication seminar• 1960°61 (Oct. 9 .. J _ 9) July,, 1960 (PlNM check one) I am not avail.able for teaching in ICA Seminars this year. I ,1111 avail.able and would like to teach in __ _ •em:laars during tu period Oct. 9•.Jw 9. u rollowiq 19 a lbt of choice of date• for each that a • it wa• doae without info If the requested date is coaveient for you, pl•• indicate it aa your choice. lf not, pleaff don't feel bo.md by it o f.Mr datee. Would you please expreas ht~ 2nd!) and 3rd rter you viah to teach? If a date bee bMm ef.rcled,, ices on tlMat date~ Thia iur ch1dzman baa r u ated your tlon on your availability. Yoar Hlection• are, of Com"Hil aubject to cbana by you if your plan~ e e. r 11 -Qole• D&tt Choice Oct. 2)ca28 Oct. 30°NoT. 4 NO\f. 6 .. 11 New. 13-18 Na.. 27°Deco 3 Dec. 11 ... 16 Jan. 15 ... 20 JanQ 29--l'eb. 3 Feb. s-10 Feb. 12 .. 11 Feb. 19 ... 24 Febu 26.,.Harch 3 Marcil 5 ... 10 Marcil 19..,24 - ...... - y 7 ... 1z May 14 .. 19 Mtiy 21 .. 26 Staff AYailabllity Porm ICA Comunication S-inar• 1960 ... 61 (Oct. 9•June 9) July, 1960 (PlMH check one) I am not available for teaching in ICA Seminars thia yur. _ _ I am available and would like to teach in--«--- semi.Mr• during tu period Oct. 9--.Juae 9e rollOlfing ie a liat of ••lnar datea. Would yoa pleaae eboice of date• for uch .-rter you viah to t•ch? lf a date baa been circled 8 a.that a a81linar chainsan has reqeated your Nrvice11 OD that date. Tb:f.s it • • done without inforaat:lou on your availability. reas lat 11 2nd 11 n 3rd lf tbe r If not. plMae don't feel bomd by it. ated dat• ia C01:1Vt111ient for you, pl•N indicate it as your e oic.-. Your nlection• are 11 of courN, aubjact to change by you if your plane c •• Cholff u. Da ---=-• Oct:. 23°28 Oet~ 30=NOt". 4 NO\'. 6 ... 11 Nov. 13 ... 18 Na.. 21 ... :o.c~ 3 J>weo 11--16 .Jan. l.5•20 Jan. z, .. , •. 3 -- . Feb. 5 ... 10 Feb. 12•17 Feb. 19~24 Feb~ 26..,March l Mu:eb 5~10 Harell 19 ... 24 ,_,,.,.. - -•= .. -. April i3c,28 AprU 30°VRy 5 1 7<>12 May 11 .... 19 I C SEMINAR LET'l'ER No. 10 A ICA Seminars 320 Union Building Michigan State University J East Lansing, Michigan anuary 31 1961 , STAFF CHANGES NO./DATE 64, Jan. 29 - Feb. 3 65, Feb. 5 - 10 66, Feb. 12 - 17 STAFF Add Dean Barn1und (Speech), Northwestern. Delete Jack Bain; add Henry Watts (Soc. & Anth.); M. s. U. Delete Pave Berlo and Tutner Edg~; add John Ball, Chairman (GCA), M.s. U.,; Hal Heple~ (Linguistics), Bay City, Michigan, Junior College. 67, Feb. 19 - 24 Delete Kenneth Hance; add Don Ecroyd (Speech), and Maurice Marshall (GCA)., M.s.u. 68., Feb. 26 - Mar. 3 Delete Waldo Braden. 69, Mar. 5 -10 70, Mar. 19 - 24 SUMMER LCCATION Delete Don Ecroyd; add Kenneth Hance (Speech), M.s.u. Add Maurice Marshall (GCA)., M.s.u. Seminars 81-91, July 2-September 15, will be held at Boyne Mt. Lodge, information will be included in a Boyne Falls, Michigan. More complete later seminar letter. NEW FILM --11More Than Words~·" a twelve-minute color film, has been ordered for the seminars and should be available by February 19 at Cacapon. Staff members will probably want to preview it. It should prove useful in connection with the Interpreter Model, SMCR, and/or Interpersonal. It is process oriented and emphasizes both verbal and non-verbal cues to meaning. Multiple channels and feedback are treated. A POINT OF VIEW - - The enclosed article, from the New York Times, December 4, 1960, has brought me closer to the problems of-riie"returned participant than anything else I 1ve read, Hope it is useful to you. THE MISFITS, YET THE HOPE OF ASIA (~~Times, December 4, 1960) by Peggy and Pierre Streit Once, in a small village of India, we met two young women engaged in social work. One was an American with a bright, earnest face; the other was an Indian who moved through the dirty village alleyways in a crisp white sari, enveloped in th~ soft gentlemess of her race. Both had come to the village dedicated to the task of improving tte lot of the peasants; both were participants in the vast undertaking of developing an under-developed world. For the American, the work required a sacrifice of comfort and was a hazard to her health. But at the end of her two-year tour, she returned to the United States, where she moved quickly and comfortably back to her old life. For the Indian girl who remained behind to carry on, however, things were very different. Busy and dedicated and useful as she was, she found herself alienated from her people. To many of the villagers, whose code of female behavior is often as reactionary as centuries of congealed attitudes and tradition can make it, she was a suspicious stranger, a woman of doubtful character and morals. For by the standards of many of the peasants no really decent woman would leave her home and family and work among strangers. And even in the eyes of her own class, she lmew, the old social attitudes persisted and she had tended to become d~classb. Her intimate contact with the village had seri ously diminished her chances of marriage, for many well-born young men, even in India today, don't care tumble of a vulgar world. to have their wives tainted by the rough and The American , girl I s contribution to Asian development, in other words (and not to minimize it), was a few, well-paid, fascinating years of her life. The price the Indian girl paid was possible forfeiture of her comfortable old place in society and a husband and family. It is often the facile tendency in the West to measure the cost of economic development in Asia in terms of time and effort, of dollars and cents and to overlook its real cost--the cost in heartache and emotional turmoil being paid by thousands of young people now acting as the agents of change in their own lands. In recent decades, more and more of Asia's youth have reached out, for themselves and their countries, for new lives, for greater material and spiritual comfort amd greater political and per sonal freedom. Many of them and their governments have looked to the West and to Western ideas for the key to these lives. But in their quest many have found themselves alienated from their families and society, frequently hmniliated and hurt, often torn between old traditions and new ideas, their allegiances divided, their old, once unquestioned standards of right and wrong painfully challenged. there is change and change is always painful. But one must wonder if ever in history there has been a clash between cultures and ideas that matches in magnitude and velocity that ~rhich is taking place in the under-developed world today--or which has exacted a greater toll from its youth. In any age, • This toll in human conflict and unhappiness is occurring on all lBvels of Asian society; there are few places one travels today without hearing echoes of the turmoil. But it is perhaps among those who have been abroad for their education and training that the price in emotional strain is most evident, In a village of northern India, one encounters the quiet sadness of a girl who spent two and a half years in a coeducational American college on an Indian Government scholarship, participating freely in the life of her college community. from her parents. your marriage in three months. 11 In the middle of her third year, she received a letter 1'We have arranged for "Come home immediately," it said. StUillled by the sudden end to her cherished education, loath to relinquish the freedom of American college life for the strictures of an Indian village, she hesitated. But, f:ina~, she packed her few souvenirs of college life in her cardboard suitcase; she said goodbye to her uncomprehending friends, and she returned. 1'Why did you come back? 11 we asked her. 11This is JI\V home," she answered. 11India needs me. And if I hadn't come back," she told us sadly., "probably no other girl in the village would have been permitted by her parents to go abroad for an education, If I had re fused to come back., if I had refused the marriage, my- parents would have been disgraced. I couldn't do that." And so she had married and was now living with her rather ordinary farmer husband in his village. She had opened a dispensary and was busy and use ful--but far from happy. Her eyes had been opened, she had been endowed with a painful standard of comparison; her rnarriage--a sensible one, had she never left the village--was now sadly unbalanced. In Pald.stan, one hears of the case--and such cases become more and more ---t ( common in this part of the world--of the young boy sent West for an education, only to fall in love with an Indian girl studying at the same college. It would be hard to conceive, in Pakistan, of a match less suitable; a Moslem in love with a Hindu; a boy in love with a girl of an unfriendly country; the sacred unity of a Pakistani family threatened, Off flew the parents to rescue their smitten boy from an intolerable marriage. They have been living with his wrath and scom ever since, 11You wanted me to have an education, 11 he told them. I learned tolerance and understanding. You talk of freedom and independence, but you don't know what the words really mean. For generations you and your parents and their parents have made the decisions for the family. But now I want to make my own decisions. are children of slavery, 11 he told his distraught parents, 11and I am the child.J of freedom. tt I have the right to live my own life. You "But besides my physics and chemistry, _ \ ) In Iran, a young Government official--sleek, cultivated, suave, but pro foundly disturbed--tells of bis three years in the United States. "The best ~ years of my life, 11 he says, but adds bitterly, 11and because of them I am a W frustrated, unhappy, dissatisfied man. When I went West, I lmew that there were things about my country that were wrong. But I'd lived with these things all my life and I could put up with them. But now I 1m back and I find that they're not easy to put up with any more. 11 We were driving through the barren, tired Iranian countryside as we talked and he pointed to a bright spot of color on the brown landscape--a baby-blue Cadillac parked outside the crumbling walls of a filthy village. "That is something i: can I t live with comfortably any more, 11 he said. 11The Cadillac belongs to a landlord who spends most of his ti.me on the Riviera. He's collecting his rent from his villagers. the word you in the West use for it and once upon a time I took these things for granted; this was just the way the world was. But now I'm ashamed. Ashamed for my country and 11\V people." 'Exploitation• is His voice was bitter as his eyes held to the rocky road we were follow "You don't really know what it is to be ashamed of your country, do ing. "And you couldn't poesibly know of the frustration of being you? 11 he asked. the lonely voice crying in the wilderness, fighting the old system, the old J :~s of doing things, the old vested interests who have been running things in ~ eir own behalf for so long." It is not, however, only those educated abroad who pay so dearly for being at the exposed tip of the flying wedge of progress in Asia. The ideas and values of the outside world begin to seep deep into Asian society, and even the villages are not spared the pain that comes from exposure. r In an Indian village, one is told of the father who invited his prospective son-in-law to visit his daughter before they were married--brave, foolish, farsighted man that he was. Not surprisingly, his village was outraged and so were the cousins and the uncles and the brothers, who were convinced that the family honor was being disgracefully sullied. "Shocking, 11 huffed the grandmothers. to our husbands for a year after our marriages. 11 11In our day, we didn't even speak Shaken but defiant under the scorn and opprobrium of his village, and- more darnning--of the rest of his large family, the man who dared be different argued his case. you. Everywhere our sons and daughters begin to ask more freedom for them selves. Let us give it to them before they take it. 11 "Times change, 11 he pleaded with his brothers. "Look about But slow and painful are the ways of change; the minds and hearts of the multitude hold tenaciously to the past. The controversy sizzled on, the / L1'amily and the village torn asunder over the issues of the battle. r- t And in another Indian .village live a group of untouchables who had be- gun to believe the words of their country's new constitution--that untouch• ability had been outlawed; that an individual has a right to the life he can carve for himself; that all men are created with equal rights--revolu tionary new ideas for an old world. Mindful of the new teachings, the un touchables broke away from their old village and the loathsome scavenger t~sks tradition had willed to them. They set up a village of their own. But the priests from neighboring communities, aghast at their defiance of religion and tradition, refused to perform their marriage rites. And so the little band of dissidents live on fearfully and uncertainly in the new world they have fashioned for themselves, defiant and persistent, but plagued by the knowledge that they have challenged their gods and are denied their religion. -L And so it goes in Asia--the price of social and economic development exacted in very personal terms, in wrenching conflicts of conscience, in loneliness, in estrangement. Jawaharlal Nehru himself, writing in his auto biography, echoes the cry of many. "Indeed," he says, 11! often wonder it' I represent anyone at all and I am inclined to think that I do not * -11- * • I have become a queer mixture of the East and West, out of place everywhere., at home nowhere. Perhaps nzy thoughts and approach to life are more akin to what is called Western than Eastern, but India clings to me, as she does to all her children***• They are both part of me, and though they help me in both the East and West., they also create in me a feeling of spiritual loneliness not only in public activities but in life itself. be of it. But in my own country also, sometimes I have an exile I s feeling * * *• 11 I am stranger and alien in the West. I cannot Nehru has been one of the major spearheads of progress and change in Asia and he has paid a price for his lonely role. Thousands of others who have joined in his endeavors--paricularly the people either in government or in the villages who, in the interests of progress, shoulder the responsibil ity of hard decisions and unorthodox action--are paying in the same coin. Many of them are surprised and saddened by their new troubles, for they have as• sumed that progress, ipso facto, brings pleasure, and that education., par ticularly Western education, would solve all their·and their governments' problems. - But now they have begun to discover the painful truth--as those who follow almost surely will discover it. They are beginning to learn that new emotional stresses are the inevitable and honorable handmaidens of changing times. They are learning that the development of their countries and of more comforts and freedoms for themselves can frequent:cy be gained only at the very painful cost of altering their traditional order of society, their traditional manners and mores, their traditional allegiances. r-- In Asia, for example a man1 s first loyalty has ever been to his brothers, J his family, his clan. This strong allegiance is what has given each member of the group a measure of stability and security. Together, the ~mbers of the family could survive floods or famine or unemployment; individually, they might well have perished. So, when Abdul Wakil gets a job in a nd.nistry or in private business, he expects, and everyone else expects, that he will use his position for the benefit of his family~ Of the scores of people who mill about his office, perhaps two-thirds are there for business; the others are cousins, nephews, distant relatives who have come from far and wide to pay their court and to ask for favors and help. But now times have begun to change and a few young Asians realize that one cannot run an efficient modern government, one cannot embark upon ela borate economic development plans, one cannot even run a large business suc cessfully if the first allegiance of ministers and clerks or managers and employes is to each one's respective family group; if, for example, the govern- -~e accounts of his young and struggling government. f ~?nt accountant feels that the accounts of the family must have priority over Therefore, as Asians seek to accelerate their own and their country's economic development, time-honored loyalty to the tribe must increasingly give way to loyalty to issues. And it is Abdul lrTakil himself, and thousands like him, who must personally make the painful choice between the two. But as they seek manfully to usher in the modern world, they will earn, probably not praise, but the opprobrium of their colleagues. When, weary of their battles in the office, they return home, they are likely to be met by an irate wife who says: What's the matter with you? You are not a clever man." 11Look how well Suleiman has provided for his family. Another force in Asian development which inevitably is leading to deep spiritual stress is education. Education is the key to the better world most Asians want and under-developed countries have enshrined it as their new god. But it is difficult to expose increasing numbers of Asians to education with out leading more and more of them to question the traditional forms of authorily' and conformity which have for centuries been pillars of their lives. A professor in India today observes sadly that his students begin to be in the painful position either of "rejecting everything they have learned in school or of disavowing what they have learned at home." Little wonder, with so many people under such merciless strain, that the development of the under-developed world should be so often marked by unex pected and frightening eruptions of tension. Student riots in India: one wonders how much of this is the frustrated cry of youngsters set adrift from their old standards and values, blindly seeking new ones. The emotionalism of the :Hiddle East, irrational, irresponsible: how much of this is the expression of the insecurity and fears of a fragmented generation? Nationalism, ultra and unreasoning: can its raucous voice be accounted for in part by hurt pride and a childish desire to assert power and confidence that aren't felt? And communism: one can only speculate on the complex and probably para doxical emotional appeal it must make to an uprooted generation. For thousands who reach out for greater freedom for themselves and their countries, communism is nothing but a new form of authoritarianism to supplant the old, and many have the good sense to see this. But still, for many young Asians, communism must provide promise of the rapid technological advancement they so avidly seek; and, at the same time, it is a philosophy of order. And so one wonders if a generation suddenly bereft of order must not look upon it with some subconscious yearning. -· ll8, July 8-13 119, July 15-20 1.20, July 22-27 121, Ju1.y 29-A.ugust 3 122, August 5-10 123, August 12-17 124, August 19-24 -2- Frank Byrnes, Consultant, International Programs, Michigan State University; William Fox, Industrial Relations, University of Florida; John Bigelow, Dettoit City Planning Comnd.ssion, Detroit, lfichigan; Virgil Peterson, English, l'iiarni University; William Stellwagen, Paul Arnold, Don Stewart, General Com munication Arts, Michigan State University. Norman Cleary, Sociology, Wayne State Untversity; Allen Broadhurst, Speech, University of Connecticut; John Bigelow, Detroit City Plannj_ng Commission, Detroit, Michigan; Roger Busfield, Public Relations, Michigan Hospital Association,; Dana Rose, :Michigan Bell Telephone Company, Detroit, Nichigan; Ronald Reid, Speech; Purdue University; Paul Arnold, General Cotranunication Arts, Michigan State University. John Ball, Center for Interdisciplinary Study in English, Marvin Esch, Speech, Wayne State University; David Phillips, Speech, University of Connecticut; Gregg Phifer, Speech, Florida State University; David Lewis, Sociology, ,·liami University; Don Stewart, General Communication Arts, Geoffrey Kucera, Radio TV, ?Iichigan State University, Fred Alexander, Speech, Gordon Gray, Radio & TV, David Sprey, Hilliam Frank, General Corrn11unication Arts, l1ichigan State University; Thomas riurray, Speech, University of Wisconsin; John Dorsey, Polit ical Science, Vanderbilt Universi t y; David Phillips, Speech, University of Connecticut; Robert Stewart, Sociology, Central Michigan Universit y. Frank Byrnes, Consultant, International Programs, East Lansing, Uichigan; Fred Alexander, Speech, Gordon Gray, Radio & TV, David Sprey, William Frank, General Comunication Arts, Michigan State University; Thomas Hurray, Speech, University of Wisconsi n; Edward Kramar, Speech, University of Southwestern Louisiana; Marvin Esch, Speech, Wayne State University, Irwin Bettinghaus, Gordon vJhiting, General Connnunica tion Arts, David Ralph, Charles Pedrey, Cal Hylton, Speech, Hichigan State University; Eduard Kramar, Speech, University of Southwestern Louisiana; Terry Welden, Speech, Kansas State University; Ted Clevenger, Speech, University of Wisconsin. Roger Nebergall, Speech, University of Oklahoma; David Ralph, Speech, David Sprey, Gordon Whiting, General Communication Arts, Nichigan State University; George Gerbner , Institute for Connnunication Research, University of Illinois; Thorrel Fest, Speech, Univer sity of Colorador Lloyd Welden, Sr., Speech, West Virginia University, - - - - - -- - - - - -----------------------------------------------· 125, August 26-Jl 126, September 2-7 127, September 9-14 Murray He"lrJ-gill, John Thurber, Cal Hylton, Speech, Michigan State University; Ted Clevenger, Speech, University of Wisconsin; Carl Couch, Sociology, Central liichigan University; Glen Drake, English., Wayne State University; John Vlandis, Speech, University of Connecticut. Irwin Bettinghaus, Bill Lassey., Larry Saurbaugh., Del Hillyard, General Communication Arts, Gordon Thomas, l1urray Hewgill, Speech, :Michigan State University; William Haney, Business Administration, Northwestern University. Irwin Bettinghaus, Bill Lassey, Del Hillyard, General Conmnmication Arts, Gordon Thomas, John Thurber, Speech, Ken Atkin, Advertising., Michigan State Un iversity; Robert Sencer, English, Rensselaer Poly technic Institute; John Ball, Center for Inter disciplinary Study in English., Wayne State University; Ted Clevenger, Speech, University of Wisconsin. Resident Coordinator #117-127 - Joel Wolfson, Doctoral Student in General Communication Arts, Michigan State University. Resident Secretary - Barbara Wolfson (Virs. Joel) THE DIRECTOR REPORTS My latest meeting with AID officials took place in Washington May 2. Sone major items of discussion included the following: l. I stated-my concern,shared by several of our staff members, that a systematic study should be undertaken of the objectives and materials of the seminar to determine whether they still coincide with the needs perceived by the study committee which formulated the program. in 1958. Our client repre- sentatives in AID concurred. There is no implication by either party that the present program is not succeeding. Evidence is significantly to the contrary. If we mean what we say about change, however, we should face the possibility that either participant needs or the seminars or both have changed in such a way that they no longer coincide satisfactorily, Relevant data is also be coming available from the :MSU ford Study, the AID world-wide evaluation of training and other sources which ought to be looked at with the seminars in mind. Another meeting will be held soon to determine how we can go about this a.na:cy-sis. 2. AID informs us that because of the agency reorganization and also the phasing out of the Japan program, total trainees will be more like 5,000 than the 7000 they had anticipated for calendar 1962. This is already showing up in small enrollments at the seminar. We can expect seminar attendance to be affected for about the next 10 months. Summer staff commitments had already been made on the expectation of high attendance, so ratios may be embarassingly low in some cases. palatable solution. Staff mernbers unable to meet summer commitments will be rewarded with heartfelt thanks and a gross of old ICA lapel buttons. Can cellation of sessions with less than 20 participants is a possj_bility but not a probability at this t.ime. I do not see cancellations of staff appointments as a • -4- 3. Somewhat by accident, the Ford Study of returned participants~ eluded 16 ICA trainees who hadn't attend1ed the eyeminar. Paul Deutschmann s analysis of their responses indicates statistically signifi~ant di~ferences bet~en them and 11Cacaponized" participants. Seminar alumni perceive t~ems~lves as more active and successful in introducing change and more favorably inclined toward the concept of change~ You will receive this analysis when it's com pleted. 1n the lll:lantime, we can take some assurance from.this small piece of objective data that the seminars seem to have the effect intended. 4. Apologies for staff directory errors to: John Malone, who is just completing his doctorate, Frank Byrnes, who should have beeh listed as a member of the development conunittee, and Roger Busfield, who works for the Nichigan Hospital Association. 5. Airline Policy Change: Eleven of the major air carriers have instituted a 11no-show11 policy under which a traveler will be assessed a penalty of 50 per cent of the value of the first remaining fl.i.ght coupon, -with a minimum of $5 and a ma,"O.mum of ~,:;40, whenever a reservation has not been cancelled at least one half hour before the scheduled flight departure. The penalty will not be assessed if a connecting flight is late, or when ground transportation specified by the airline is used and is operated in a manner that caused the passenger to miss his fli ght. All travelers are urged to keep this in mind and cancel re servations when necessary to avoid penalty charges, which are not reimbursable from the University. - 6. We thought you might find the information in the following tables in~ structive~ From my point of view it suggests the following observations: A. There is a downward trend in attendance as indicated earlier. B. In the over all staffing pattern, MSU and "all other institutions 11 are on a 50-50 basis at present. staffing by academic discipltne. C. Communication and speech each make up about one-third of the total D. The optimum ratio·of one staff member to nine participants has not yet been approached. Our concern has been that the ratio not get too high; we need to be concerned that it is often too low. E. We need to consider vrhether we I re aiming squarely enough at the "people-oriented" groups--industrial management, public administration, educa tion, and labor, who make up the majority of our trainees and whether we're · -worrying too much about the "technical-oriented" minority. F. It doesn't just seem that way--there really are a lot of Indians! TABLE I SEMINAR ATTENDANCE, 1 ... 106 Participants Per Seminar - 17 - 23 1 - 44 2 - 35 3 - 30 4 - 52 5 - 54 6 ... 29 7 - 48 8 - 29 9 - 30 10 - 57 ll - 41 12 - 60 13 - 46 14 - 47 15 - 35 16 - 30 18 - 22 19 - 28 20 - 46 21 ... 32 22 - 44 23 - 47 24 - 32 25 - 30 26 - 51 27 - 47 28 - 15 29 - 44 30 .. 46 .31 - 38 32 - 50 33 - 46 34 - 58 35 - 51 36 - 43 31 ... 66 38 - 36 39 - 25 40 - 55 41 - 46 42 - 65 43 ... 65 44 - 57 45 - 47 46 - 45 47 - 34 .48 :. 49 49 - 36 50 - 68 51 - 62 52 - 61 53 - 13 54 - 76 55 - 54 56 - 18 51 - 17 58 - 14 59 - 18 60 - 23 61 - 48 62 - 40 63 - 37 64 - 48 65 - 39 66 - 58 67 - 35 68 - 35 69 - 47 70 - 64 71 - 65 72 - 29 73 - 3.3 74 - 53 15 - 34 76 - 41 77 - 68 ?8 - 6J 79 • 62 80 - 4t 81 - 44 82 - ,2 83 - 56 84 - 41 85 - 49 86 - 58 87 - 79 88 - 49 89 - 40 90 - 52 91 - 86 92 - 64 93 - 58 94 - 31 95 - 46 96 - 49 97 - 48 98 - 28 99 - 54 100 - 33 101 - 40 102 - 34 103 - 19 104 .. 28 105 ... 29 106 - 12 Average by Fiscal Quarters, beginning July 1 58-59 59-60 60-61 61-62 1st 2nd 2rd 4th C4:o* 41.3 41.6 35.5 35.0 52.8 49.5 56.o 29.0 45.3 49.3 55.0 49.6 39.5 *Only 1 seminar Over .. all Nean of Participants 1958-1962 ... 44.8 Year Seminars Average 1958-59 1960 1961 1962 1-32 33-62 63-96 97-108 38.3 46.5 50.2 32.6 Percent of Total Participants Who Attended in Each Year 1959 ... 60 1960-61 1961-62 27% 33% 40% TABLE II Teaching Time Supplied by Cooperating Institutions Seminar Numbers 1-106 I. Teaching Staff throUgh Seminar 106 totalled 180 persons. n. Cant.ributing Ins-ti tutional Group includes: 41 Universities and Colleges 1 Government Agency 4 Organizations and Businesses Institution Weeks Institution University of Alabama American Hospital Association Bay City Junior College Bradley University Central Michigan University Comrmmication Consultant• University of Connecticut Cornell University University of Delaware University of Dubuque Florida State University University of Florida General Motors Corporation George Washington University Illinois State Normal University University of Illinois University of Indiana Iowa State University University of Iowa Kansas State University Knox College Louisiana State University McGill University .Mi~hi..gan Hosp:1.t.a1 Association 2 1 1 2 2 7l 4 l 1 4 3 13 l 3 3 16 6 7 6 5 1 2 1 l University of Maryland Mi.a.mi University Michigan Bell Telephone Company Michigan State University· University of Nichigan University of ¥!.i.nnesota Northwestern University Notre Dame University Ohio State University University of Oklahoma Ontario Agricultural Colleg~ Pennsylvania State University Uni varsity of the Philippines University of Pittsburgh Purdue University University of Southwestern Louisiana Syracuse University Tufts University U.S. Department of Agriculture Washington State University Wayne State University University of West Virginia University of Wisconsin 2 22 2 320 5 6 6 2 1 32·. l 2 7 1 2 5 l 1 3 3 25 3 19 ➔}Total: 028 ,.his is a miscell.aneaua grm1p:ln.g including persons connected with consulting firms and those with no organizational corm.ection. * Does not include resident coordinator or observers from ICA-AID or other Govern- ment Agencies. TABIE III Staff Participation in Terms of Weeks a Discipline Was Represented Seminar Numbers 1-106 Communication Theory and Research Speech Anthropology and Sociology English and Linguistics Psychology and Social Psychology Business Administration Broadcasting and Audio-Visual Education Journalism Adult Education Agricultural International Programs (Michigan State University) Industrial Psychology Political Science Public Relations 212 203 57 33 27 2; 18 11 11 8 5 5 4 4 ~ Total -itnoes not include resident coordinator or observers from ICA-AID or other government agencies. Represents 180 different persons TABIE DJ Comparison of Average Ratio of Participants to Staff For Each Fiscal Year by Quarters 19~8-:1-959 1960-1961 Quarj;~ Second Third Fourth First Second Third Fourth Ratio 5.0 8.1 6.o 1.0 4.8 7.1 6.9 - 1959-1960 Ratio 1961-1962 Quarter First Second Third Fourth First Second Third ,, .. ~ TABIE V Participant Attendance by ICA-AID Division Division Industry Agriculture Public Administration Transportation Education Public Health - Labor Training and Technical Services U.S. Geological Survey u.s. Census Chiefs of Police Department of Interior 1-25 26-50 184 14% 28 15% 26 6% .. - 65 ll% 33 10% 20 9% 132 17% -- 12 51% -- 371 27% 50 26% J.4~ 29% lh 9% 100 17% 53 16% 77 34% 262 34% 5 33% 1 5% -- -- Seminar Number 1<5-ioo 21-7~ 101-106 Total 351 26% SJ 28% 1,8 32% 79 49% 148 26% 84 25% 47 21% 243 31% 4 27% 6 29% 24 44% 385 28% 55 29% 126 25% 64 40% 256 44% 157 47% 59 26% 137 18% 4 27% 2 10% 35 65% 26 L.8% 52 4% 5 3% 42 8% 3 2% 11 2% 9 3% 21 9% l .1% . 2 13% ... 6. 15% 4 8% Total* 1360 32% 191 4% 499 12% J.60 4% 580 14% 336 8% 224 5% 775 18% 15 .3~% 21 .49% 41 .9% 54 _!! 4,256 *noes not add to complete total of participants because of incomplete data. ,... ~ ,4 TABIE VI Participant Attendance by Country, #1-106 Countq: 1958-59 1959-60 19f>0-61 Fiscal Year Afghanistan Argentina Bolivia Brazil British Guiana British HondUl'as Cambodia Ceylon Chile Republic of China Colombia Congo Costa. Rica Cuba Dom:i.ni.r..:,i_n RepuhH.o Egypt El Salvador - Equador Ethiopia France Germany Ghana Greece Guatemala Haiti Honduras Iceland India Indonesia Iran Iraq Israel Italy Japan Jordan Kenya Korea Laos Lebanon Liberia Libya Mexico Morocco - Nepal Nicaragua Nigeria 6 14 8 14 3 0 1 6 14 9 3 0 4 1 0 0 2 3 s 0 l 2 13 3 4 l 3 40 70 5 0 7 0 23 6 0 43 0 2 3 8 1 0 0 3 l 18 10 6 44 4 4 8 15 33 60 18 0 23 5 4 8 3 8 8 19 0 8 .31 8 1.3 6 6 96 130 .34 10 11 1 33 6 l 67 0 2 7 7 6 8 3 10 2 21 26 17 48 7 4 1 17 56 70 27 0 16 0 0 2s 6 11 14 0 0 4 28 14 5 5 0 216 92 58 38 12 0 87 7 0 78 l 9 7 8 2 9 11 10 5 1961-62 Total Country Total as a% of Grand Total . 19 17 1 38 4 2 2 19 30 51 24 1 8 0 0 12 3 4 14 0 0 2 13 4 8 2 0 166 82 50 41 17 0 16 18 4 47 0 6 11 6 2 15 12 5 9 64 67 32 144 18 10 12 51 133 190 72 1 51 6 4 37 14 26 41 19 1 16 85 29 30 14 9 518 374 147 89 47 1 159 37 5 235 1 19 28 29 13 32 26 28 17 1.1 1.1 .6 3 <.5 -r..5 -:;..S l 2.8 3.9 1.5 '-~5 l~. _., 5 '·• -<.._~·5 .a <-5 .5 .8 ,.5 ; 5 ...... .( .5 1.8 .6 .6 <~, (.5 10.8 7.8 3 1.8 .9 (.5 3.3 .a <•5 4.9 (.5 ~-5 .6 .6 <,5 .6 .5 .. .6 <•5 (continued next page) TABLE VI Continued Participant Attendance by Cowitry #1-106 Country 1958-59 Fiscal Year 1959-60 19?;0-61 1961-62 Total Co\llltry Total as a% of Grand Total Norway Nyassaland Pald.stan Panama Paraguay Peru Philippines Rhodesia Somalia South Rhodesia Spain Sudan Surinam Tanganyika Thailand Tunisia Turkey - U.A.R. Uruguay Venezuela Vietnam West Indies Yugoslavia Uganda 0 0 41 0 3 4 42 () l 0 15 3 1 0 59 18 35 0 0 0 13 10 8 0 l 0 5~ 19 11 lS 91 0 9 l l2 10 2 0 78 8 66 2 1 0 73 17 35 1 0 1 35 25 3 8 93 0 3 0 18 12 2 0 90 18 66 5 0 1 108 42 40 0 0 1 21 6 7 4 91 l 2 3 9 17 4 6 34 9 111 23 2 2 84 7 33 3 l 2 J.L.9 50 24 .31 317 l i, 4 54 42 9 6 261 53 278 30 3 3 278 66 116 4 ✓.., <•5 3.1 l ., .6 6.6 (.5 <·-5 <., 1 . ,9 -< ■ 5 < .$ 5.5 l ,.8 .6 (.5 ,.s 5.a 1.4 2.4 <'•5 Total Countries: 73 Total Participants: 4,775 Attendance by Area .. · Orient India-Pakistan-Ceylon. Latin America Middle East Africa Europe 34% 21% 19% ll% 8% 7% (l "l>f1:·n k.s t ,) f:~·.;1 ~t~--tq l _ ► l ; ~ > l ,.)~ __ 11 c• ~. , ~J.J·r-:l t: lifl_o ,ye~) · ro r ,:,he i.1-; w ..... ~)\ .. ~r,1d }Jl~:JI,1~qtn~ss ~, ? i ~:;;1u~ 'LJ,1'. l t pO.fH]1vb1e b E •t'l _rlf ~~~ 1,• l 1·1 L ·,, bri.'ll[;bfi ~:/ ) ~i x pe r sont:.l,t p1ll~3 ut i t f > pus si ble t · ·, = ,.•r rf1n.n.h ij1 0 'D B:,l ·1 !. Cf.I~., C :; ~0;y J•t[l_rsl:Jal1, ( 'i.' , V { • gJ_j_fjfl,; ·" tla E,., l. 'OJ(1 t D\L;;na' - fS i:ieeon Mi.cl,~ s UV; T h)1; e 1iirgi} Gold p; G11A.:!le (r :,un" Hem,-,a. _h) ., ,Ta , i'l" i l'', ".l h)t;}cke ,,, (Sp\,;ec.h) 1 uL,.- r., ~.~ .. 10ru.1L10.l •:lild ·ej ·~1d; l (lff~ 1\ · ·, i '1 11,ct,:J(·/.;r '·t.1! ' t.en c 1. _., i N,, .~r•'. sj " ~ t• 1 ennj_ngs - ' .i, t..1 fl 1,or~ ,:! ~ r. ~ h :·t:t. .... av) .~ r l \n•l~, Rog,::;:r} l1eb,:J.r·ga.1~t oJ ' """' . , -~_;_~(f:l }J:: .. c1-c(~;• ( .1• G, Vo): ( tl~ I .lb , ,!J. :: ., f II 61 ?L :~),, TJd u .;1x, e.Lh ) 6 ~- • .. \ j i:•: :l ( t}~ ~~( !\ T !··~~ 1 • ~~.~ .. fJ\, 1;-c : Cr~, 11, • STAFF U :JJTllUu 1 ll c· ,A~ ~). U ry N l: n ( Ru:ra So • .l~lvgy) ::m m) .• Wtsoonsin ; ~ta · : Cfn:i.ve.1. sii ty •. ( fl.I:! ., . .1f'm db•Jf ) I . ob P. C.o llfflo gy) Cent.ral Wf.l.yne s•Wi.~~j i.s N<>l ma' Uni .,. J.o ( p N .. • w: Erv., Be ;{;:lJlg'!ia:, 8 (Geno O Oollut'lo A ts), a le Thurbur- (Spee (Gen Commo A! ·, )s Mo So UJ>~ Ter .. ~ We d n (Sp ec )., ¥.ansas .:i..a. l;.t, t,1, Al~ s)1 fa•..;k Bail (G ~nc, ub I' ~l ng ,,i.;,rth ) 66 Feb '.'uary 12-17, 1961 Dave Berl.., (Geno Comrno A.r·ts)., David Ralph (Speech) .!> Mo So U o • oger Nebergall (Speech)., 0 tahomao Donald l(l-.1yd ( 111gl' sb} ~ ·vla:. (Spe J ) N .. S., U ; Diwid Ot.ll Me vin Do Fl (Punlic R a tiona)) (,..,oc.i.ol igy-) i1sum'?.. P ·re CJ o Iii bta: J J\e11na· b 1anne (S oi J, gy) . diana · itoger Busfi ~ld owa.) - 69,, March 5-lO, l9c1 '/1 .. Apr.:'.l 16-21, 1961 exa:nd9J { '-tpe .,h) Go1•clrJn Gray Fr" adio La Ba· m (C mn(I R,;,s~arch) Mo S~ Ua; I·rry Mn (Spe o1-1L B.radl .. y• ti' •ed Fied e (Psych•JJ. gy-J .. I/, r l-o n (? F ank B.Y ( Gi?Jn6 C l'f"J'll.o A.t s), Don ·gc :,;yd (, p D1't" ,r;ill Gen., Commo J\ bs') M~ Sf'j U : Toed Cla (Spsr~ch) .1 Wiscuns'.i , 1 vy l amas Schwn.rt~ ( J tn). · a·t. • (, ni) :, " Mal·· :1rn Macl,e., (0 n., Comma J\"'1:.s)., Ch.a le Pedray li. · gy)., M, ~- U.,; Don (Spe·--b) J.i1r.::d Wa sa:en ( yd ( g.l 'sh) Wayne St.at.d_, Den Ba.1~n'.l1md (Speech)J Nv t r~ro..,te.rn o Jen" O· >milto /It'' rt.-s) (Ge~ G.>mm,1 By.mes . 1) ~ S:,uthw1:. s ·. lgy) li.n St-a't. C faJ c.. elf- 1 , F:r.·ed ~lex-and~ ,-~ k 1'h1 n~bor (ftJc1 .,J gy). 1'f an ; f:imory B ~t 1.!h r. .r< tu <' o rg·i '.l L>ci ay ( TV el.vi.u D {En ao ) • P i . l",t'l. l Hidi · Ed Cran (Spee ,h , OJ " 0,.;mmo Ar ( lf:;;.,mm.,, fkisea:rch) .1 ) , Don ., So U ~ 1 ; Fred Jr edler P y ch), ck -· J:(.o Rub:er ~en 001 (~pe . Wi QPM~ .. · ga· ~ (Cl ,9.o-'1lll1,. _. . g $p . a, ~-~n·· •\~iee.e:D ll>~l,and v .),, .Bill ~ : Q_ M11 'S .. , ~ Beel~ {¢.V") , $.~c~ . gt} • . ohev, a, j_'• I 0-!Dlliin 1) . iWtlJi ' _ B: DaJi~ Ulf I ff ·fiH:! m;_,v,.-:: t),Wk i,,,; l.'.;icap•in 1,:-dg,, wa:; ,-:ic; =mp.l;~;h.~d \Ii.ih r-,:,_.';,r,1:J,,1 coni'i:~i'i_,:,n ~'w:I tif)Jn-;~,;.,.·• , l ;6 j..,r·ti.·)ipant~➔ ;md ;;':>: nu·,11b~)'.' ~li. Ww..r!..icL~Ja~·.t13r-; 1•:-:miill r,roup 11 [,.;.., i•:Hkfint::-d llf..iBL B • ' . I ···tiaism·:n .•r.::i:nk .,YH'I";] i ~- ·,:. ~-. 1--n(,l ,_;i .-:, •::.:mJh ;i I. make,; gci,.c: ":S('.,:1::m Lc. P-'::rJr11,::;.t,a}Jy r·,l.at.u, dW.l.1 1 g.::,_,-;;p h·?.d=:'i.::l f-;, caeh rn.•ff,.;.i,-,p~ l.''i"t :m·,.dJ m,_;,:('r-., b:-1ha\ti., .r a,'(\j '.•.,:i _lj,c,.V:i put•:c:;:;ns~ '!f.l'.lH-'.'• , :, I! rr.irnt,-.,.,, .ff.' :JJll].'.:l g,r,_·,'.lp @·E·t.:inf::, i,1; ,Yi:w f-·sr t·a-;l1 :tiall:' day" 'w'i.d1,.:1y c1,'.>(1-"li.nteci ~li'lt p.nrL'Ld.f'-HriV; ::\1'/0 rn:·-di· . !.' 1 ,tri:th ... , .~; J.t,.t -.;ri •. .; ;.·tr·c.::~rdlng]:y ,_,, ' ., \ ,-:n.r'''.)_\ 1likJt";L fF' ·l~hjtJ t.:.:~r!d h ... ,'.!.d~.:> i.~ 1~\h:Rst, . ._ l,_rll:: l ,, • i.1 1 ,; ,-·.i.·J.fi' il,ff'•!b,~ •. :,, Sunw,;p, th.3;;·. · n; .1.td Jl\f~:min;.:,; ,,,f 6~t.L, than -Ii 1,' _)/.j. ny :u1:.:;1'eac=11nr, ·.:t1t) n,rraOL/' ' , . :-r,,·a·t·:, tJjJ.l 1,1c:u~1 :la-rge- 1-.1 m.1s,, -•i)bai":t, w1.t.h i.~ • ·, t,h ,, u"-Va.L.la,bl~ -?.m 1,ui t, 1f r,11,, 0 , , , Frank al::;,.., d:>:_, 'ki i• ~p .. r-i_-,.,,d that sL.a.ff m-,11fr1 .• ,·'•j ',-l'dl,;_, at,l,-, L,,1 C()jrJf'.lll.rr::, notes ,J{J, Lhr,.,i.,· _r:. trc,r.1p<•J",r;:.~ t:f 1,,5 ,3p'.L:J,c:.-·cl 1 •·• tlJ!.~ G'l •:1.t't,:·_,. d ... n i_.:.;:.:. h;J~ b~·;;; n t.:~oiun by;,~t 1,-.;_ ,. :.:m :\n Uf:: !r•·:V,:· "" C1H.3p• t, \,;:1:., r~,.r tJt'. - _f_'j ~t .ir :t·i,s.-· .. h,l_Lt 0 ) ;~{ (iLL!ld ~) =·J:·17• j:i)m:: i.,t" B:r -~ ) . n } \~ l ; 1 ~' ;,,· h;n, -•~ ·:. ,,;tr i €: 1 tr;:,;,~ L, , h, .· ,Jh>:', ,(l':: I\ 1J-:i,:,~,Ld,::r ;y II ,;--J.!•---~';i (. ~ .. )~·., ;·J13 .... ~ .x -r·:·;,:·~:inD ( C· c\ i.l i: ':.f ~ti r· t .. :. :~ t_,'; '{ji~'-; J; Jr1:.11~·t·.n tJ ~·n l'•L'~{Y,(1 :-3 i. ·_·!dg !. (' ;_,, ~ \_ c.~{'.~_ L.~_,.n:-: ~r;; - _-. lt!rtsh.Lf~gtitif\ !"" ·j_r_~ ;,1b - ; :·-; ;!ti/ t: ,.c._;i; "J). ,__::r1,Z, ] ltf~-~.t ,!il., }":_r-_! f I ' 6? ~brl1:1; -t~m J-i. _-t;;,,_; in A,;:t1 i_·,,,p;,)n. :1.~; i~b,n,i, *~'6,J~~;, .>:.. t,..;,,n ,,.1.ll ;:.,.-t.;,.1 l'r-ain •.ransn,xrt,at i ,m vLU ffverar,>-:, ;\,·:· t,tw w-'e!{~ Jr:c.lu.< :tb:rni, ;j\:· _ .. _ .. _.,.. _..... ___ ......_,., ........ , ·T•ICJN,'.i ni ~\, s,. !I,. OVANCD>3 ~ , l de_pat''t,r.;,mi .. rn._::~ipt.:'! iJ1g by· air'.~ yon ina:,r wan:. abo0J'l, ~):t _ 5; :3.L.gh U.y Hl,,,-.J oy l~ra:i_:,-.,. G \.gn a n-:,n -intw est, • bear i_ng n•,1t,-, IX\'!ao:1 e tn JO da:y:,-; ,, c,n thu mEdn :f:l,,c:r· l ) f th~ c-:dmu1··1.'::C, at·;_, i'"l b",.1~ldj_ngn 'f.l,l raq-1es ,-, th~ m1.,n:w ,tr1d ,0'!-4 ' :a ,i f:i.:U . . ·u;:. "l}p,Jn :t:·e-tA.un~ thri P.xpens8 .~tai:unt-~r::·,, a:;.-:··)rr:ltn,;; 1,~, br1ng it r-rith the a.u;;,lvn~·zatJh;n t:-:; tt:.lbt~r KUing;:;t,1ur·;,t1.,. JI~ t 11·1 _s1.:,•'uc·i,.i. ... m.:1 l}u. "iUo \ii/lien 'E1; !~ ~ Uni n an expensE:: criec:k within about Un,:=_- w-1.lc~ q.f'~.•c1r· y,ntr v_,·;;;h.:,-:· L,; c, rn1pJci recej_•re a copy of the voucher fer your Le.x j'e~iJ,do,. t.ik: ,1<11.1chsr and (:;ncl•.•s,,·d li.::·::,+.,:;_, ar:d ;'.>tmd ml.fl been co~ ad ti p n o I Hi .}) m, -ed on 'it a'1d s0t;O GX'G.IT:"':J. CvJtj. f:.::, r-rnn.\•\ d.J t ·.=: c i,:,., r Stt'-111..lE~Y A!lrl.r ;: ... ~Tf :; r1.0jc· .. t in A11:r1:;t,l.t1.1:rnl r;r;fllrrt'.i.'ilictt-i,.::,. -:-:d'J.Ca.,i-.:maJ p1· .. i'.l',·Hil:Jo t·epr,Jdi_j •X•do •;tic p .. f 1-:- • j rd., F: ·:u ( t-n ti .~-~ , r ,d, ,:,, iinc)!-:vL 1Lr.., ia: :,i,.m o( 11;:3 ; c:'f' 'i_ ,L:!·! i\C, :.·.:;c,,.~ ·!.._.:; c. .1 r t/·'.:., f 1 i' .~: p,:,1· : fr ~-.nj '] i_. :t , :t:i ,::;. J ; ' : '' < It, Apt'il,, 1960, s"t,a:ff members weN~ sent a summary of pari:.ic~.pai'rt comments on the ~' .Ll,~ , colle'rl.ed by int.erviffvre.rs , I th'-" J.i:valuat.ion d v-1 ion of ICA., ,1fa.shingtono Se:mina.ca J. 2 ·I re .inc :udedo The encl~sed summary includes cammant.s for seminars 33 •• 5j,. b,terviews are be:ing conducted at the seminars ur1der contr.·act. with ICA to deter-rn:L1e ,,ldaqu::u., of the :P l diem a11~1t,ment fur participants o Da,ve Berlo is also begj_nrrlnG° a p.r,.,je:'.!1 on ad,jus'tm r-texperien(:es uf 1CA participants during -t,he:i.r U., So tout'o CA SE S'TllDIES - St,reral staff m,.:1mbe:cs have expressed a desire fur different or additional casa ~tudies o The si tuatto:n dc~scribed below happened t,.) a participa:."lts at Boyne Mi;o this l wm b T f .g 0 1 .. p s , •e .. 1 \i8. ·, ~ a 11,'terpre·ter model, and the process of changeo C s "lrl") aw:i. gb_ e if · s n1:- a .e - e,q;>~ • ·utmna.ey 11as c a~ . Case Study Noo 25 M.t." Y is deputy d:Lrec tor :Jf the :income ta,x di visi.on of his countx,yw s gove.rmnent,., ·r.ht' di vis:\cn has just been formed and is st.ill in the planntng stageo Since the income tax h ; a ntw form of revenU£. in the country_, little is known about; how su~cessfully .i.t will cpera·t,€ o Mt" yu s previous work in the budget bureau was highly satisfactory and he was stil ec •,f·d as an ICA participant to study Uo S. methods of income tax adrni..nistrati ono HE> ha.s completed eight months of his one,,.year program and .ft➔ els that he is learning rm1eh wbi ch i.-rill be helpful t.o his c ountryo Yesterday he received a special delivery lette.r· from his director, telling him that pressure from the goverrunent for additional revenue ha s f orced the div·ision to proceed rapidly in getting the income tax plan unde:r wa:y o Since others in his division are wi"thou-t; experience in such matters, the director reques ts Hr" Y to make policy decisions on sevex·al important px•ocedures and cable his decisions to the burea: wi·thtn five days o What should Mro Y do? Is it likely that he can make satisfact~ry decisions -un'1er the circumstancr;;s'? What will happen if he fails to act? 't-0: MSU '.frainlr,g and Or!ent.atlon C:onanitte• SIJS.JECT ~ OJ:'iel.'\t:atio" ¢f Oklahoma State rJnlYet"sity Gx-ot:.p, Ethiopia Comn~nt• ou MSU/lCA C00111unir.ationg S4:iiffliurm TRAINING During my inteni~*ii observ11tionm 11 and filllld trips iv, three countri•lf.l~ r ~ It! int~rvi,wlfd ths t.rainiog off kers in each .&rui:lric·an mbsion concen,,:f:og t: pl.l!"t.ld,pa.nta who ~VQ r@turt1.ed t.o tb" co·untry aftei- l))tudy abroad~ In asking .al'>o1Jt ,part:kipant traini•ng .1t1Gd ahat th~ problems were.,, t:b~ p~opli: w,ce adjueti-ng an.d all this sort. of thing~ I di.cf not to bb.at &bout or d hcuiu th~ Mid~ig.rn. Stlit& progr..11m, Each tr.161ining oH'icca't you a knl.'luh=-:dge ot oth.:,1° Gctm.t:"t: i.\i.:-, lfo r~~i,cmmEnd,; (h1, ,· eg,·thr:x in co1·u1tant. .: '.-"s,:0 .i.;-- p,··onlE·UllS:, 1Mke1t fo11: :s~-m:l.n:;2,: bi!: CCF•.0·d:,1,.· _· ,·ri th th!, Wa.shingtO','l ,:1,1d :Utti C,:raumnfr:ad.on St:.'llliua1· r.·:-h'lch Calcvi.e att1;.·-0t1dvd ,H' f,c~:dt..,J~:y Sp:ci.ngs_, W<2.!'3t Virginh, 1 t:l:.!f, ·v~:~k entii.ng J.!mur:n~y t3~ st:lli!ck h1ln ag ar, ax.ei;.-.Ueut idciii . Univtti.cipan1 :1 fl·o;u a.J l part.s of. iJo.•z ;;,lobfr th~i t~cf:t,r,:·s ,, cofh~< tx~a.ks~ J.JJi? ,1:!'y·-·- jl,'.1t n1<-il'.yt't'd .1.1:;'. 11 11 1 ~-r;a13 t;ur~t:':i.~;,:c-i~" t:he MliOtfc,20 comrr.Pn.U;d ., to Mi•,;_'.h.ig.o.ra State Univ ·-• i.s sf.mply- Btip,.?r-b .\ - 1'-i..:- .. X,tstxri attended l-1or~1 tbl. Wa:<11·,:'ii1•.:;i,>, l;JlttJ(;t···s·1t·a;"~ /2'.~' trceJ1~~ b,~r;:i !.ll\{~1f.,·; Ft~!::;~ ~!11:y -:-Z~(·t (:.~'!c.·1; ,)i. 'icr f:J'.j, .. ,~.~s a F'i\·(·_::_, (p:1 1Jt (,ITJ corn:tL . ..:~~!JC.:-t~on ttL::inlfl•,?r ) 1. ~ ;,·;u,,rn-:rt·i.c:··,.1 (:r_ -1;,,, f_.!~::~f,j)(:-y ~·~r•':_;_i1.?')_, .·1·,1!. t:·1, H.i.1::'1-f 0;:.0n ~:t··_i(,:' '.~f•f-'._ :./i.:.~~-/:·i:t~~i.) :;,~·--:: L' jd.:.', 'i.' ·, ._-, t·.i :·i~:,- iL ~ t ... .o·L: Mro Mm-::imo Cardeu.a Bragado .Q9!J.l'lf.!X. Cb.ilea SZMIN&R ~Q~ s.m. no. 34 Me ..g the week of FebS'U.Ql';y 2°13 l' folloi; tog th& ewal11ation~ Sr " Bragado atteacled the · ~n State thtivero ty• Seminar on C rs.at d. fo 1:'~0rted ~ 0 l s d:l c~ure e all very profit hl e f o~ t Ca. · · pon Lodge• Beri:el o • G!lm.in joy~d th week a . t~l@llOllll~ t Vt gbl d:. , 'If t, S-p lnge » Ml"o Sjofjan AffaDClie . Indonesia Semo Bo. 34 Mr.,, I. rturo Alv"';re~ R. Finbb.ing his prog>:&ll. with ese-h at t: hi n St:il1! "liH:i.Bk Sem. No. 35 1::orumunication s m · 1:~1:11:- a-c: Cac2pon Lod.p,e, Berkeley Springe 1 lvar.Giz a h:i.g 1J spot in his U., S., ea. ~o tc,;1 prof~H~so;:-s. n he said, "is a v er it to hf.i: a :-w,t of ccmmon dcaom cipani: :i.n 'h-J.r~ 13tudy program,." rne:cl a lot mirwtl" on c i;ltt;, F,usiau l )OUt "making sug lmiveui.ty' s · unication at nei:J February 22. Be thought that the techniques helpi;1g to convert the ' 101.d-ti'lller.e" . in the o f adopting modern methotiS. so t tc knot:1 how to put ycill" ideas ac;:oss." ''1',echni.ce,l Imo · : (r. Ricardo C. Cru:r and l)r... C;:muto G. Manue.l Philippines r1a1· Oll the tw y- 0 II 1 y prc,fes y . rl: L t' f ii:- t que ey ktt ic- 3) even que tj,ons ca. atti.t ' ho inat An E:bt:llient type of nian, .DL Z.!ilni.1el led stee:d.ng eci-r.mlU:vui, d5 .. d :nasi:er~of-c@r~.mo11ie.,:; c·ut:tec v.t the s ·d.cntcr1y the f 1 r Ti, s;, ·.d se the gn!Wt w-od: Qf the., ir'.titn.,ctcx-a? ev-~-,11:i.l1g a1thl"HJ.,f;ll sl1t=: • and 11 cne Indont:r.ian ubo ncvE:,· e:po!~t: at :i.! 1 :cmd 11 Dr.. ,~eso).u f.on r,~0irtc1·:,'_.:-d J.:dng .f.t cm ·;:he }.ar:,t :i.11d11.ci'.'ti a s \·1fJS 80 n-er1.,v,.1;.;s thn.t ni1er o i,.a; .e diffi.dent studentr~ ;:ci.:ivcJ..v ~:a;:t.iclpatE!, pm·- . r.':1\ , , rJr i to ). · rl n.o p • 1 i·) .~l e cl ·. t w,'lS :.:(J] ~ ~~~::; ·c:ec (Favorable:: Continued) Mr. S ka ran K. Raman India sem. No . 41 Of the Michigan Sta.te Unlversity ' s seminar on communication. Rdi.w.n commented: "A par tici.pant from another country requires some remembrance to carry home with him. some•• thing he will hold dear, snd t'he seminar eeems to f:1.ll thh function. As to the mattiar of cor:amun:lcation ,, BOO'i'-'.l people need moi:·e guidance on this than others. Soma don't ha1,e to be. told how to cuu, .... ,, .. icate. Since pa:.=-ticipants are of different. degref!..a of educa tion, this cannot give the same amount of satiefacti.on to e,,erybody. But the pro feascra a.,:-e doi.ng a very good job of . it.. 'rhey explain things in great detail and wit.h great s:f.mplicity," Thip final comment bZ'ought Raman back to his cent:r.ul them,~: The seminar is good and oe.ceaaa.ry. afl; i8 the orient~tion at t'he Washington lnteniational Center 0 but these i:thnuld be allotted extra. t:tme 11 "especially with a program as short ,3.s min• it would sewt fair to give tb~ whole six months to the technical study." Mr. Fernando v. Reyes Phil i.ppines ~s also ent. at I The Mlcbigan State University seminar on communication which Reyes attended at Cacapon LoGge .June 12 to June 18, was 11a nice experience." At first it seemed simple, ''almo!!t boring", but "After you are th~ougb with it you will find out i t serves as a stimul ant ,1nd a reminder that when you are com.11unicati.11g some:::lting ynu should also think of the 1Jther fellow and not take for gr.anted eve rything ha.s been t.ra.nsmitted to h int perfectly~, ~specially if t,e belongs to a different aociety, background or cultu:("e. go(ld r eminder to me that • ,en J. am talking to a workman maybe he. is of a dif tm:~ 8 do s a different k.i id of '\iforkt and th.at ! mus t be ea;,;-·<.-'!ful that he gets mean. So l thin.It thi s •was ~-tn ~celle nt a n.d th.ougb.t-prov,::,k i.ng s ociological study . " Mr. M, A. Lodhi P.aJd.s tan Sem. No . l!-4 'fha Waah1.ngton InternationaJ Cente r~ he said, nd t•e · r f 1 - helpful :tn learning about t 0 . . . f nt. he etwean westci-·n mu:i.it and . s c-. song .1n6 tb.en e:q:;Ja i ued the basic dif music . ut:i.~ Mr . Ri~den Moeljcmo '.tndor.u;;s ia n Stat nia, r 1 aud they s a C f. l education i s presently academ'lc le;,"'· l $," ( J?.:;.vo.r2.b le Continued) Mr,, Tsio>d.a pn,id a i'lyinr vis:i t. to -tho BrookhavGn Kat.i..011.e:1.l Lahon1.t.,:,ry at Iapki.ank,,, N~.:)W Yo:rk:, ruid attended a ti,m,.•d-?-.y eonf'F:x•enct.:, of thG N;,d:,:Lonal Academy of t3c:i.enc0:=-1 j ,:n New York City.- But the ,:!Omn11.h"1icat:Lon sorrd.n,n• :rn:n by L:\.chi.f,P.n St,.1.te Ur-.ivr:ll'B1 i:,y at, Berkeley 3pr:i r.iruj! Weat Virrinia. -i which · be att.end.e.d for' the, week 1JGr:1 . .nn.:.nr (.Tur1<:'l 19 n i.~.d.2 .;:1. mudi hirre~-- hit w:i.t.h h:Lm., exdianpe,, of :i.dea.s tn p1H,,~:ant. surj.'oundjq,s e- nd goo cl foocL, stuff o be a b:ir help to me wh,-m I r·ot,i1rn home ,, 11 11 A ru.chty nm,,fu1 eX])(~riGTJGH\>" ho a~;ser'tf~d, 11Tt is u,,w a :cc ~1J. nerd.n£1.r Ni th .fr,li tftLi. r went t.o ,joor~ bnt, I f;"tayed ~-0 c:lm~'.t',, I ::ua t,i.11:'•:'i thni:, ·1-ik•. t I 10.arnect t.riere w:U.l 'J'ho :i rw-trncto:rs knew their ·~·--------·----------- --- --.- 1-'h .. , O{·uz Asla,.'1 Ba.ya.>? c~r,d ML 13 uh t~ 'f 1 Elbii., 'I'u.rkey Ti1:,1 bv,.·1 at,t,:::nd1:'d rFch::.g.,i·,·-, ~L:~:c :, Un:i.•;1exsj_i·,y· .:. ::;e1FL.ac ,}n ,:-.!iUiJ't(( ,.1.eo,ti.·:,n a• rby:i--,e" fh,~1rlg.-,.i,. f•,i l · the ,frJ(~k b8gimd.ng ,hr-,,~ 26, .f..nd l{eY\J r:•.rrl',i:'tJ~Lis~::L,.,_: "l.b , Ut• 1.t,.. K(p.la:i.n:i.i,g what. lt. mea.n' t., . . idm.i: .:,Lher,3:? ir, d;,-t;,3n~ ·L '-1.:i:o Bay2-.c sai.d_, 1ti; y•>J. k,:,,_,w som1YLh:i.ng and ec1.n'Ji impart .i.t, i:"-' )1)(:.~~-,~~- ffi''DC :1o '1'}1is Sl~li'i:i_na~r shui-,ri:d ~J.~) 'l:_i,j~-:J~ G•:J ge ,·:tr idea:) F\C'1~la;;3;.3~: ~- A A:,:?i,_he·c_ • .f'·,.1. t'asc,1W3.ti_,r~~-'~~ ·~,~1) 1~··~]).'I,_· ·f;;;qi ,){l C·.llrJlJl,J!J.U., 8.L.J .. ,.n h•.:·ld ;:oc th:' L15·t,h Jf:St,).,):C] ,·.h1E. SJ.!,_y SE.mr.na.r ff[ 1:,hir;k the m::ii,: puq:i· . .;s:; of Uits :,;,,,nt.LilcH' L, ·,·,.,., t,. ::l.,;h ht.~.i' -;::, ho;1 tu :rr"'3.ke ~, h:ri,,, lu s · .. e wh•.-;n 1.,re CIF<',igE1 .1.t, all,. arid ri-:;vi ~Lmprxrtcn· mt~<'·;:, ar,d ·to b ,c: f ciend;,., 11 '.!'.e'i:.uor-.n whf>l'iOY ::-.,nct:_(.,,_;:r,::; c'ki'P."··'·;J :1 is ~·~·· 1-,a:~:re 1JJ _p~.r..,.. t.L'..:.;};:~.ri: s idea. of trlv; ::~:-:.·rn:1\1ar ,!ha11g1~ in y,:ux 1-n,;, k [-,T[:,;:l i:,h(:-! i:r.·· ;,;t; :: r -.,n,y <•f ;.J.L('; )[' L}1,.: H.J.cb.i,?:,11 G~2.L,0 • f.Jr..L'.J,::'.>· ,;t /.)_\r:.J.e r'ul'.rt.i,.i.n )ndgt?:.: :;:~ hoH ·IJi ::;11j n.i;,i ng: '·, . ;i-i ,_1 !'(, , ,_d'li.~,~ ,_ , i.(k-',, . .3 1;a:u,.d ·,1c\,,p '· and n-,; t ad"<,i.) ·.-,, 01 ;·5,:-,al.l cha·c:?;•:.: '-•! n,J :1):,,.:n1:c•, js'i1.chlg.;i.n< !,_;, sp,-"ak (a :_;u, pt> .:pl.(· ~/.cut, 1.-fh.~.t. rn1mc. b2 <.1 ,n . ., i:'. •c'-'nd ni . .::,, , .~. 1:·t1 ::-l.JJ ,:.l.i ·; 1 j_ t-J~E 1.,r1,_Jd. t J - tcfrdg~ a· • .ertd d ~ :r f 1 bhe 1· d b.., -,:i. nru 1g Mi . Ka F' g(,iflg Lh-c.r6 Wf:i.:3 t0 SJl:.i.fJ' ,9,(., i-L; ,; i•i; :pcssc::,st,1d no i.rrl;ores:; foe m~\,, I b.1 ·.Lng ab1)ui; ai:ceptabl e 'ii,) r,\y snpe·r:L ;_;: s,, 11 z1.cJ.d g0i1e -i:.h.e:r·e 1x,c.1.·u.,.3e i L g.:.fve me id~u.t, l,.bou t }J.:)ti t.) maJ,J, ;···2ca:L1.1:::d H.\.'o K'2.l'!.l,Kr.•.J·,s,, BL1t I so:Jo. :1...ea.rni'=d m;y mi'.:;t.·.fh:::,, ' 11':j ·• m 1J2 .J,n .:. c·c ,<\ "' J' ;J,:.i.(-·i)l',) :,L J i)1.,J1lghio ,0,nd J was Rl.ad. i:.-nt,.t, 1.n i,b,o thG change::.: I di::s:i re h y_;,'.··· ;:~c;~ :,1~3(~ ))C,.>:p 1 c-; f, u l;y ) ' •-~ -,,~._·:~- n.= PA!? CIGlf':1.NT - .Mr.-, T}0sL Tjue Huw Ai.,!:,-r,d:irtg 1J1e Kt,:::h gau St.2.t,.,_ U :·:. .Jv·T 26 ,,o J'U.,\:y ~ , pa·r' ;:,ic:i.p,fnt~ ('50 ,'~dci yf,u,., y1J'J. m:.:i.y h.2ve knc·)~,:r1 f:r-orn yo;rc cnm exper·ien,:.•;; ov:l. :.r-:,v kn•Jr,r :1•;; !1!.iH\ g1:: ;: . t,h1 ,,)\ ,gh '\-li th _y-:,ug il .) ' 3:3.~ ft :JJn so fflE!f1Y d'lfi-'E:! nt ccJ,; sr-·rn t. 11..i. ~s such a .c G·Aoi i' entci ked i.n ,·,ur' ·.: ·:;i.'i.caL:i. ::m ,.:•J r1.,.i.· },•i"i., ait Boyi e~ ,,;' y U cM.~ f qm so~ - ,gd w _ t "thEfY IL~ ch d~:ep:Ly when they M.r,, Na-Li1 att,ended ih•3 Hichigan s:Ga.t--• Uri:h,,.0:J'Gi ;-,y r:c,mmurd.ce ,.:i.:;n ::,enr1.r,a1· E<:i:, Boynt' }fomrta-L:n Lcu.,;r~ 1 n Mi cbigan r.hc: w.:: ek ~j f ~pp_;f'tun.. ty to d1scUSfi his pt-.Jb:l.1.:'3111:::lo ,j u:ty ;>. t,., 'J .i and 1v.~.;0J Ia. '!"lll'!:J bJ y i.mpt '"so•:jd by a. w:~iek~-1.:mg t,his .seminar ::in C!)!nmunication at, ::;a:1 d Simi HajJ."'r T have re;irl a bu,Jk on communication 1:W.hLm I r:ome homo I will t.ry to te11 my pe•jp] c: abou e, Boy(:d M-mntain Lcxlgc i.n Mi.chig':ln/1 11 ·whi.Gh I didr, 0-t have. t1:r11E- to reJ.d her·,,.," Ch:d. wbo pr-.,'.;1:-,d Lo b0 \ha mcst. ar-tic1i~a'/.i,, i1i:' aJ.:i e,h,.~ r;'f',}l.l:ps and the se;ciB.1 paragon am;Jne UMm_i conti.nu1:-•d.J th2 s,~m i..1 tar_i als,J bad round table d:L~,cu.ss:i ons a.nd ·::on-.,:,,~ sa l:,L~ns sm,::ng the peoples' .r 1',.,m di ft\:-.ce ·,· ., count.:des,,. Wr:~ ha.d a. banqu,.:,t the last. nif.ht, at, \-rh:i :~h T l11f.l.de a. speech on la 1bhr · u.r a1r1 g,a:tiiha . .. !}01.'a C ...._._._.~ i.de® tiO . musr- ,_,v:pez·ate 3·Lt,nnally·wi.t.h t·h1:.' LT~ So arnl ·,-.~ t 9 a 1,uQ . · .. S, ·1~pa $ h _ ·@¢' 1 y.s i<:s :i\•f:, exchanged ou.r. idc,as at. L:h2 .)t!mr na~Lms Fhi..)812 pf,ople we me-t, u·vl'!l in 1 -;_-,.~ . - om '(ll~ sb.swed -n ~.nc L: g · · ed ~ ·o.:. . 1 :from ur,i·11,!rsj_ l,li:..:.3c He ,.md6d his spe~•cl1 WJ ;-~1 d: e b a ·d e, ~ t.ned, ·ca p:r,_, .. :· )m•d l,1!ar,ka f,)J' thr, wt1 nd.~r J'ii'l th1 ,0· .-:;01n ·t.-( y~ kiL·•111r, t;t.~..ff at tho :,,:;emi .. u .. u: ;:vih 1 •::>:-i,iked ri.:! 1' 'w11•.~8 ff,ain d:ish ·i.3 T,l!~E'c,' i:rvr;n <:•:xtencl.Lng h; .--1 d:1:}p a.pp.!€' trea.-c,rne:n.-i .. recE,i 'ied -.,<1 ev.-~r.·,;1 J.e"J-3:: during his s,;j._n.i:rn i.n ;:i a.t:i. :ic J' :.11 ,.wi.c;2- , hl-, y.~1mg .::oJJ.egr_.:·. b,)y on tho ';)_ d-2.,y' to p]f~as€· a.11 the particip2.nt,s At \..he :kmi . .nar t1n coltln\'Unic2t·1 JI .-:onducic:d by thf, Hiehi.g:n, (j:.at,; Un.iven::::i.t,y at .Boyn.i:, Mot.nt.ain .Lc,dge,: H:i.eh g~ ;; had .:.111 q.,portuni'Ly to cl:i sc 11~1s 11-.'H L,,) h i.s eumJJE,ny wi11 refl1fw ·t,_:, a .~c:e}J'L- es,y id.:-:as he· ;,,a:y b·rini:: i)~i~b-:} bui: i\;,_• It, the deaLinf; WJ. th s ub• .. ,:rdJ m.:.t.;.s and conduc h ng ~):r c.:u1L1ir.~ pro;-,,1 3.J'.13 ,.., C !_?, .,,Gd. c om1·ij1_;nir:&t.ionG :;o} Ch-en als.; ''f>t.'· .:;orne p.:,~.i.nc:ip1es and con•:!8pii.:,:' tk .sd::1.pt. :m;- hl;)a.s,, 11 Ghe;1 has 17.',; i; L.~w J 1~ast t'e:;rc Chet, ,~~u; ht· impr .:,vDcl b:, f;he knoi,ilec.g:c- \•·1 _ ~.'.1 f'/(flTIC f.PJ\NT Si~H.iW1.R N 0,. ............. ~·-"'--• •""' }:i -t'._:dJe_fld '.M Y'S,J ~3.hah a_:t-t.,.:.n~1 _d 1:Jiti1 i-:.,:::. ·b, \ginn :. ng .:>I hts p,~lf. \.'-C:1':', ~.::nd 1:·a] ls.~; ·t:,·tlcm ;1 good in\, .r:Dc!."uc·t,ion G1J hmeJ.- ~.cG~} t'1 ~:!autLlr1J •::":,·~nxctry· u ;~e1r!.::1.::-)~·.ed. 1.-!:c;;: ._\ J 1kci tU t ' J'r•~•l'rl Jv..J ~,r .J i. !vti .. cbl.gar _.: lJ 11c~ , ti.: ;',j_\ eb:i.[':~.! 1 :J·;_~t .. 0 ~; ·,·1_ • .: i ,:t-JLj_ JJ 1:J.J (.~ :: Lii-..:i.v,,:··s:.. ~y \Ji) AUCl•.~i l_ :3:c !~~ 13-_i~•:: c-;_nd .i. t.i'-1 C ,1 '•- r: .. :~ ,: t,~-,e '. Jnqd such g.:_·,r.J ti)Ctl, Tl ,E_~)' t;•.g ~ ;-:;::-:w, ·:~-. •. ~'"1 :'-:\ :.f'. ·:C:L. :':~'h ;:1{J . ·thl· ~.- ::;rtl.,t.:: l .l CI' .''.}_J ~";:~.:.~ii-dr~~L;Jfl! n~) Cr,,,:, a.'t, l)'l ·o,:!·;;,,, .1x, icE=\ Jvr sr.:::miLa.c al, P,,Y-,. :· \)''l ~; f O.'{Il18/ gel.: : ,Si:__ rl ~-Jr1cr;lj : 1 ' 1jns L t,J:.:.,ride.ri\1J·tt ... uct~).-.. ~ii L- 1) v,:!·geL-~J.·tt~n··vi ___ .. ..__ Mich:i::;.m 3ta.t, .. Utnv~-•-:/L;Yr,~, eorrmur-i.cp;;~ ... ,n s-,:n51 1t,1 hd t,h·.ng}Jt, 11quU,e:• J.H.:c ,, t) fiU!, in\l :jf.:.l l T.-i·. sh:.HTS x:.,l,, hPJ L,·) G.'';\).ld i,h.e .:'.1c.,d Lhe.-,- ww_; .Ld,01.:;; .·,ic:.vs.,,, Ar,:::\ i.1.'f i-!l,i.ci; t·1;: c•-i•,,,n'.i.;:od f.iom ,iql.y 2li to 27 l:lil.k'i.n,'.: ~'.[ ·,-i,_1";}., n,,.sc:-.J<:ec. whi'Je 1..,s' ;;; ":•~hJctt h;_~- inl.':-JB:n,'i.n? -:.t·:, ._ ,; ·;':i.::1.iE·d • 1-( ;,_. 1 Jt•J•~!: '., t:., cl..,} 11£;; ~! ~ ,;(?' ; , , :-'i ;-; 0,.-: Li-1;_ .. t:~: .-::..bJ~1··, J_i". ·js iJ~·: 1 .':1 .~.' (~ ~-: J'na.L: :-:• { · :' ,~ i.r: ·i,r t·rL c.i· ·f.ht-ri:-:- -~ dv~3 ll. -3.~ 1 ct,._ ,.Jc> t, ~) ; !i t-tJ ~ (-_' ~p;~~~.l~ .... · j -.. ·viU t _-, (t5-,: y :,~.,. t':'.".d .i~ i11 ~. ~ l !l~\ 1.Ch lf!.) .~ r: S .i 1..,n[.l ; i -, J1J• t":cJ.ving fct:~t:~•-·t,~;~.•fa.cc: ta] 1<3 -'~ r·.-2.ri,.~cn pe:•ple Cb·: 1-1 !1a,i. ir(•agined., [,;. --· :.Y·J .. ~.lci. :de in ~;'.!. t~•.f<~ J.nS'tl.r,R?1C.C CClTiJ:'2 :) 1.E S J:;:c:-ic :·Jl clri !~~ .. tle VJ'r·n ·LLt:; : ... J '..::~11~'.1t1 a-~ .r:·-~r·r •"1{-Hl-~ !. s~:ld ~.:~1t" 8 t'...11 Lr :\_, CJred Ji~j c:.i.• . i1 i.,,, ,. ,., , ,,,-,r-:;r d:3.1L::id 1-rhy " (.:, .:.;ppn. ,"'.cl:: ,,e nli::· t:r.:.:v(· ia lrH:d :; :·.~r,:; > 11 ~ sp~i•d ::,.·; ,1l.'c;1 1 :_r;c Cr:-C1 ~!(_;;··, eel -~.:J [Joss1.bJ,~ :;_~;i' ; :;"; ~· L~J c:-JnCr.:l -;~ bb s-2 .... 1: d;.1.··: ;:.J ,,;:·:• 11,2, ai:. P .:;yn•:'! ''a.flt:-; "i:t'c1 J.J .-3, ; . .)t, r.-l-K,re 2,,·i.0 : :~S I YLS .. !3 d: . .)~i!\.: :_;],! • J 1e a'"lr.t,-d.- i_ 1; J)t;:. r t. ·_r ·nr' ;)~u~ ·'11;Ji.,.1 ! lcn ::..·1 \ { t!l~E.-; COUiH'HY ·vJ::J,8 C.tl,, SE:WilE•.i' :;n c-sWIE·.Li.ea';,l !)lat Ibyne V01I1~,., Hi ::n::i;,;-1:.-1. E~ipe,;J..-:i,' ;_y (cJO/lde:.rfu.l" sH-.Lr.i 1':l1W'3~3.-, :ru., b;y ·:.he Mi.ch:Lgan ~~t,a; ... lJoie•.: i-·s:i_/_-.y pc -:['esa·h.:," fr-,.1;1 Jn,:i.~:, w.1.s oxpl.3.:L)1.inz •i,he pi1Jb:.iem.s }1c r:'):.pi:c,L1:,d ki meei, b-0,.ck tiurrk'_., 1 i,·1 wr:13 p,·,,blem.: J. c'.:lui.d have :i.n cor1n,1t,ni.ca.t,i.,,rt _ _, J sti.lldc1Uy i:'0~1l7C1 U1es· ,,.;ei~, : rnri., onJy :iyKn-:;:/-i.b:le" b·,!,. I 1-ms irwp··_;·.•,i by the disct•u,~ion:, 1-1'..'h the:: other i'uTl-.~1s cl.ltd 1n,:::-1;ecl rnuc;, \•'3.rl. ne·,0 -2:• he,.n_ci :-!nyh.:ic\l J:i.st- so manyo :--w p·.-ohlcrn:;; nt e .. Ll .. r_ st-,-'.l··r,ed c'.''pJai_ninu; ,,rhat. p-.s3i.bi.e.: f.rom the.ir ~.:J(.j')G('i.~·rc1c.::;,.· ' dc:cJa.1 ·ed !h11foe!~ .. . lJ('.;f:wi.:1:10 1-,aid. li.c, .-hj_r,k :~hat J. 1:-.a.d th:i.11g tha-L l•JhlJ.e su.rv·',: and tbE? Dt:i'. \,;Ji211 :1. b•JY. furn,y- i.a '-1 11 1.L -lf.:> Cbi. Wnngfu l'h:~ c.:.1.1iJ,,n1.r;.ice,t'ion s:~r:1.i.n:n pk~•m:d b,)th of -;_.bem .. , (,_c;y· .r,1 \ p.L"-1 ;r3,, The;f shot•J ;')• 1.:>n wb;y A(t,{~CJ.c::J. 011 yo·ur bOt:13 Jn t:'.!, m(~ h,;cl.3 were n ,l .':''-JU. shouJ.ci.n :: l, 'i1tL1_·,,, Vu i.n fHct. Hr .. tu sp.r inf,; i)1c :,.d,.-;1s you"ve 1e.:...rned ir, l'ht. }J.J:''.J.f'CSSOJS Vii~J'E: 1,re:,~;/ ::·•r:·ie.nd)y-- Hn.d Lh::.;:i_'[• ·L,es.:..~h:L.n~~ \i.c1ngr·c1 .t,houghl; i.t :1<3. 1r,,)ncl\-.)' --... ----------- t,.:.; Septemb•~ir• ~-- t-.-,, c::;hi.ga·1 SLa-i'_.,; Un\.v1;.;.1 :Ji,':-:('~ ,_•,:mmu:,rLcat.:i..Jll St"mi.\:,;i, F.;.c_·.nl'i·-n .fr.om Aur;u.s-i.- 27 in::-;B.c ti 1g i.cha:3_. bu-i-, l•rhat 1-ms (,,) g;:, •JUG OD. 1·1 usEd L· f:.,u.· 11,:;\rrs., ,J.L-.Te.;ys (l,:-.,n ;:: . ._::,,m times -'3nd the ne1:t niglrt. even n,c;Jr-: (,ften,,'' h,· .:_: . .-:d rr. .• s-; Che l!sed to t.Yf out hec l~ngJ ·i::;h_ on ~1e.G.· errn ;,, Sl1e bad a W3.f'ti.fld 1D1ilan l'x·orn Sou1:J1 fif,·-i :;, 2_3 .-,h:c: J.ast one t/) l.er\"JG iii<,,,,,. J.mpo.d:-ant, tn he, t-ba ar.tiC.1.c.:.:➔.J I v12.s (-rH [tl~ nc,y-·1:::! F\:-. 1 ·is_, Fi' Leh,.: '\l1e1-, sn,-: _lev.rrE,d S\rn8L,1Ji-ng 8.bou.c; ,.:J.~\iHEd ['1.\.s,., C!i t.he e.rt. ,:,t' • ·.,pil1:,_.;.:r, r:b,; 11:on.r·ned how i-o dk.E-.Le,. :Lei'' 1int e.>ei:-y eien,.ni:-'. 0.f:t.,r. di.:nner ,3.ncl _!_ vrou:ld p1·-3.:1: ·1 ,:·1,-i:t,.,. 'Ilk .i:'tigt, n.igh;- T Xel.1 '.;~_H, rlJ:;p.J.ay-cd nun1er·oL~'.3 b1.u~1s2s •Ju '·J ; j:)l1i!1;2\tC at the ·1·1ij_ch\.gan f\o:11ri c9. lfr:i.t.i:ali Hond11r a.s J ·iv, ,y.;u.:.g engine<::/' t.hor .• JUghJy enjvyed th:?. Michigan Gt,at;::' iJni·1e1·st tyu s sem'l.nat' on conw1t1i,:i r ,: .,iuna ·_-. Cacap0n Lodge~ Be.drnJey Sp.c.in.!i•-;:,, HEist Virg.in L.;i,: and b,1li-:::ves all pa:rdd.pants ~;;1 1u.ld 1:c;tend beco-'.use ''i I;, prep-3.res one t0 app.r,)a•::h his supod.,>.l'.'8 and others tn his d;;:.i.ly c,--.1Laet.,~a ,r.::·c.L-i:.ecl a p-,<":m1 011 B"d.t:,ish Hondu1·a,:\; 1.· ,,·~ .. ;,'; :' mg 3ongs in the lang1J.2.gc-) and then trans).ated them .i..nt,_ )j'.nr;lish, n He thour-ht. $10 :;1. day r.:,o il and boal'd at Lhe 1:,,.1dg,0: was not 1:~xc,3s si.ve beea-usL, for roor,1ing only he pa:i.d i :. . .- r,u .. b '• 1w·:iiJe here wu had everytbingo 11 There wen:a 1!'( me:n and ·; .hree girls at the seroJ.n:1.r:,. :hs 81 l,.(,' I• 'l'he irrterestinr part;- he frn.id; was thRt ny0u. ,-m;·e not alwa~.rs enslaved in 'l''lffe had a picn:i.c and hike:. a.r,d one i·:vening J~ t.h::<. -------- --------------~-------.----~ J.,·· . {}rn.:~i Ra.n:jan Sengupta fncl.i.a ;.~: ;. ,, r 1,. ,., :3er1gUJ)ta fe1L t.l1til1 i3 0 far· a,f) :,;_~ .. i ~ ;..; i:, and nothing G~ .lll.() i \ l) t,C) tJ lf~ • f: } : ,:·,,,, r·: ,_( ,~ l 1:ls supe!' j _.::ts,, J-}e r-l~c1c,;r BJ1r .lJ1[._: 8 ·, ·: l1i ~ pl ur,:r·.;:un ( /[I.S CC'.i"iCi_~tlh r.l. ).1~!111i): J°! '.l•JJ.'· i_··,1; .c~::-,lil ~':} .. '.? 1'" 'JJ.. ;J·1r: l.1l.!8 t \T-:;s ('(:~S f: l ve-~·: :[ : t,·'.1. r"•J--: .~e.·0.-r·~ 5L,J."L :· U.:·1: ,.1 \.' 1~··.s'l i.1,y I _1,:_, !~ j 1. -r:rd1 ! I ' r,H .. ~;• r_;t; l:-' i r idt.-:'.'C::-:.S .f. 11·_:.J:c. ,!.J<:~ '.·,.:, ; n r::,., \-. s,:;:,;:-:,r~ Jt;;., 1 L?r::.-:; i '; () :_-~\::: :.• ). 1.i :·,,;-:i,:..:d Pr: ! ~ ... -)fJ:c~ 11 .,_:J.lt.!-_; c1 i.- 1 ;-;_:; [-~()!';i_i~:~,; i ( ' ' ,. :!'I \< • ' , • . '!~. ~ 'l l \,S- ,H.1.1u1 Jl'), t~ _,; ~l,t U9;; t ' J. 11/A V .1> <:.:t,t.:J.\11 no J n;h t. ;;;• b ~31 j t 1 --.---------· I d. .. • 1 .. :_~tJ r:-;,.r~t-·>~d. ~:J~t. tFt?. (.,,j,_~.•rL1 -::·;_. e.r!; -(,hn_.L I .l_i•~t,dr.id. 3C· rJ c f.Xand.,.u ·! 1 :-. ; r,, v·if,,,d b,y th- :i. (,, -~-.,-,----·-------------------------------·--·---.. ·---· ---------·--- ~ 1• i~oyn,0 i\ ·.ni.,1-ng r,:tL l'i-l]h_, ,.•i'\cl i< (~ ~ -!~3. ;, (, ; :-, f"./ co :;.ii-t.Ll-:il' -~ . :.;r? ri _ c la 1.'~fl .. , ::_,,.:. ., rt nd o.\Dnlac ir;t., ·-1/ d i_~.t rn; n a:i:: c.: 'ff; '.'h;_ .: ·c, d, l''J /,x··l 1;a.d uTh. ,_r1 " .. ;rclpH!.' i_ •.:.1 :·, •iJ·k .i-',1;•:nn S,,t-i.t ... wo• l~= J. c~(L-1 Hi ;JrJrnj ; :t c ,.n·un.J j']p_,1.~: .• ,i:t..:.d., ll);Cc\ ii1rJ(,'?,.f'_C:J/ICflt. _i,-; ·Lilt: d.,'Jf')'l,_;i:1'" )HTfOUT:-i. r..ri:t,5_ ,-;n wh.v :"h .,, lCLi1['. 1.,ut ,_1f 1 .• fF?';_:,_: l ). (,(lo:' SE,rntn::i. ,- _-ii U·;,_ !~t - ... ..-.. ............ · ·~..1 tJ.:::.i:pard , t:1 1 1l.Jn[;:.- ·1- i, - \.""2' · · H .- 1.,l·1~:: (.J.rt ·.t' flt.:, L ;;, u : .. '" JJ~I •.~ut cnuril\,f J.:-.~ 1.!~1(t p111:1 ~-r f>:,rJ~~.!-~~-; r-t·)~.J.n at ti1Jf1 L1:• d j i.1,g In cwl'i'1i ' '.Jtrrrn ]ru.(•ai in ,Jllr• l! ,, t·)., . r_ ·.1; T,hc t!1 111 1f{ ~ ~;J:l, I \":1 :;; ~~-; :.J. jrJ tln~ L~,. ~- h J .. ~-}·;AltTT CTPAN'r GC:lN rRt' ....- S\<.:M..TNM?. MO,, 1 he scnri.nar ,.m conunu11-J.cr.1"v'i.on given b:r :,\ic:h:q·;~·, St.a Le Un:i.vcn sity at ll..1y.ne Falls, 11:tc!ligan, · whi ).:(• not !·.o() impor·'.;arri. (:o me J E, · "l•::.r·y g-:Jod for. the mqj ,.)d ty cf pa.rticipe,ntso It w:w iui;,;,'f.'()stinf; 'Ge be 5n lb:: same ga(heling 1-;"LLL 62 other ICA par+,:;_c .ip.:rnt..:l.~ bu1- fi·vd d,1~rs i.s ~-',.:·ry 1i·c;cle 1,i111,i to kno .. _, dbout. comrn: 1_,-ricai:.i. .,r1,, The !'ISU j_u~;tr·ut:i:.,,cs 1-1'ere all via17 n :i.c· ., .<;:1d f enj,.1yed t.h,,, sod.B.'1 ,ic·t·.L'rit:l.•.3.,n . '\Jnerican·•acqu:irr!d id,::3.C: to h:Li supcr:h.-r:,.., !+1. ,;h.:.r,an S·i'.ab1 Un1.·,::,; rsi•,,y n cl corn.mu~,ica·,.L.n Sf,H1i~1ar a.t. B:1'.f''iJ 1'1a.l'} a.~ Mich:Lga11:; t,;:, ktgust _s 1,,;r.i.s "us.!;ful'1 ., Uioug:1 )Je W-':13 > ·,~ :n .. ,;i.i,· . .i.pants at, the ~,emina! _. cspec:ia])r Uws;c fr.::m Jnc:Li_:J,.::1 1rre1 :c: '. el.11.i an ebata:-::1e 1~-:m I i; hav·? '.' <)U1'1.t1 y and 111 scv,""n o.f Uo j \1 OU( sh·:;p bave b;:),C:'11. ·2·~:r 1:ain h6 persnnally w,:mld have n,J problem sell':.:::-6 :tJ ii!:or, 'Lhe lrnp::·1:, .. ssions t.hal:, many of 1.he t,·Jth,::)_1:·0d abunt Teb,(iu,1 l-,.:; th,:'.l..;:• pi:,\;L'.ing t.b~t:: r1ew J.de.=is and 1i-::;ch11i.q'ut3 5.:nt,,; practice,., Birt, J': t,-;cuLlSB nuc11::'-',ll: en-2·,·sy iB a. .new fir~Jd :Ln 111,y t, 1·ah:cd :in t}1,:.: Uo So :l t,:) L-10rry a:bou t, \-hisc i'z-·(;m ,J';Uy 30 ''?but ij .:i ------- _._ t ,~ttHtt'' i.ng f{icb:j_gc1.r1 S'l,,~t- : Un!-.·,,-,:,:.-si ,.yu s G:.:w •:r.· G, \. ent.h n ,:id,rin.;:u" at, B ..>j,'1t i~ I•'HJJ.s), }U :c hif:rd;,,; f1;;r,-·uc;i .. 29 t,_f Septe.r;bc i 3 ., h,;:- (.':,.,; n .. , ,,c: t i, ·n with my ·1,.r·:-:•.:i.ni nr.' ,; b1.,'C'tii.e3G e~o1e1·:;yh.:,dy , 1,~1-) d.::1 T. u ;•.'il, d ,a·cc.~·: HJss Nam Cho and ,::;t,hcl,~ 1-ryi.ng :,'..J ;·on t!. r·u.all;y fa1Jj_nf rkwn ., ' 1v1.-.·:·_v· ni.c,::: ~-'Ven th .. •u{h iL bas no d:ire·c t. t,J buw h:J it L•.\ curmmlr.,lca t". ,. .1e a rn t·:, ske.t.e on the ;::i.,d,.i -::-:i.al i.c,;,, Ji.nk thr.-! ;:: .:1rvl TL. was alJ. ·,; ·,; JJ' funny~ I prE:f\,n::-: d ~;:.:, thoar;ht bf'19 .:rni.m nw-seJ.f 0 H f:r.•.;:n t,., -,., ek a;:, Ik!Jnb' r\,y._;r .t.:il!l l,;idgi.:,, Michig,:ir,~ ·:1.n atc;:.ndance at tho HichiP-'at1 State lJr)l,.·2rsH:_,r .• '1() .· 'Fti.DL.r on e,Jm?m.l.nic,~:t. 1 on,:. was est-c,=;;m,:od by i:~av as an excatl1tl', ::, way tu 81Ulll11ad.:z.e new .i.d., .. a3 ,.: :1d :~·•.;I.'1llula te r)lru1s .,~:,, i:· c.Jn'1inc:rng -~81.i ear·ueG back J:wine ,.. f:' !·,zr2. La•:: wottlcl have likod to have the cext. and lecture raaterial ·co1lapsE'.c1 into one day; a .Y'o::ading of books:, and lea;;e t,ho:· r~malnde:r ;;f th~· ; •·t • ;31:r,tat.iun.~ ,,j ~,~k for "more adva:1cf;d stagc•s of thi s m.ibjeci:, 3 mu!'::- psychvl·::gical app)·:-•a-.:h,2s and t:f- ;:·,,-:-,·; i~·,.-,_.e ways of pre sen ti.ng 0;1r achemes fer making changeso :, t,he n;c c,..;ssi Ly .for- change,, But t,o be s;_;_pplemont.::.d by th ----------------·--.. ----,.---------------------·------------ Cu1,~mbia n I;. 'L ti 1: · ~JeB-C. -v· . giloi :r, e'h 'tan :ugg ut, p • t7t a 1:1 IT.nil ( ) ~.ha u · nii,g ·,-,t. see,ned quit:: v :xpensivc: a.nd 0. Lo h.3~-e parti0:i.pants w:i th hig'ht::'r JC-,1 1.s in one g•\mp and thns,:• Jesti r-~xpe.rienc...:d in enct.be,·, l think c -mld have b,_..,c,n g-i.ven :1.n th_ree insk::tci. ~,( (%) {ive c!aysa 11 0 A<., ir.·::: part in the soda.1 act1vities I re.11 ·1.,~d my r,vm Spanlsh trun:-:JaL:i,m uf Robe.rt. F'roT,t.''s r,,:t::m f r.:,J.i, c Le.,::, ': .\ U1an other .Sou t.h J',1nerj u:1.r, · Stopping by vfoods on a S[;owy Evenin~';; ·-rnd ,1,::Lned scimt, C:hi iem,.:s in sinc:i.ng tf, ,; t !- '."'.:•Lf'.Sn We have a :~ol:, of c:u1ttu,, .l l'l >LL•n::-; bet,\·ff:~Jn our .ct, ··- On..:: of Dru Ot,er,)v::l h-'.Jbolt-'a~ is t,c;:mslat1ng E;nglid1 pr)e-Lry .i.nt.,J Spanish.. •:-! :~1:n\..r.:i.,:;::; a.nct pp,-·)· ·,n·:3 ,:-;.:,11.::,L ·i. c ·. , . • .. f'ART1CTPAN'f ·- - TJNWA \JOH.ABLE COiJNTRY - - tlliMINAR No;, . ~ A p· ich go thought h~ iii ,qt,tend0d for the week bc,gir,11:ing Februat'y· t5 tit.t.:le p:r-ofh. becausr.:: J t1:>;;~er1 It in Ch.U .. e.. havo li tt.le or no knowledge, of the imp,n·i:,anc-' and meaning ·A C,JH!Vf,X!d.eati0n., but I tb:ink it ; t'l vii al that the seh,,;,.JJ. should mc:tke a be :.-L,.:: 1 se1ect.i.un ·.>J' P.ccmmt t.hcdr background;, t·u] ture and :i.de:!.\1s,, 11 'the se:rrdna.r lWlY be aJJ right. for peup1-':: ,..rhs.i t.hc participants and takt.' j_nt;,., lea i Jn wh b ·rnr-. ) was r.' ,nro , tu- 1 Tht:: Chilean was rather bo.\.'Eid with -the Michj f'.cm St.ate Ur,iv,:· t si Ly o(:im:.i.na.r on communic ai-✓i 0n ·;,ha+i b,, attended fo/· a week at Be.!'lrn}ey t3p.dngs_, Wes-L Virg5 nia." •~•)Urse fo:r some but n•.Jt, f(ir- me 11 '' he remarked" :, :;o ~dtiW' fo.r others, r, I wati in the second cat,e g 1n-y o But l mu fJt say that I rejoiced at t,h~r o ,- ~ f 1 om o ., . :Ji cow . 11 H doubtless is :a g t.:c:,d "'I'he pace there is to.:i f2.st for ·some and ~r:i th whom · t, a.l r . , i o , zy v.:. :; an.gr HJO 1 ,. ri.11 · :ie r·, Ch.cap-m J,od lJ _ ( h, m1:. •to •lei h n•J t, bE- U11 for this f,:mtureo ,; t'l e d a. . ,..},e opport1mity of mec! ing 68 pecp:l2: Mr-o Plijic said he dicln 11 t 1-=;a.rn anything new at all" c1.nd then-. wasn 1!t !:l. wo.rd of the: sLLb•· :1 Lcmti ve matter tha G he hacl no L en-:,:nm k,red in high schoolo But. he .-ms d,:-:.•ply p'.•ai;"" f•,J.~i J,Jl' :·, ;)e~'.La1 character of' couo e,:r i.es 1ik,_:: Jr nil a.nd I.Le tn,q,zn:: for. nc,~-1 b..:i.ng a.b~k t,:i s~par,1 t,:, in ti.Ls Ni nd Cuba .fr.om -Ja'Ylaica. and to be a·bJ.e to .:.:ommunicate wi lih a11 t.hei' amusement.~ cared but litt.L:: f.or- what the Michigan Stat.8 University professors had to t~ach about the art. of cummLLTf.l. · 11Tl1e seminar v1as not mt ch interestj_ng to 1rte.," he:.= -~ 2...t:Lono He ha.d per.fected his owr1 ar-t, o ,3,1ld,1 L.~ l e.s:m ice skating and to danc<.! to t,he summer orche~t,ras o.f the Boyne Lvdg;;;-o 11but. it was n.ict:: to meet. the pe,>ple from 15 c:nmVc:ies~ to play succ~r 3.nd go] f~ ,;,.ms a:J.ways in commur,:1.ca tL·,r. A ' 1) ~/Ft~ ( l~ e , ' CC>Vl , ) .::i.. , 7~ ~ ~ '- -' ( a.J o~~ s. - -~ i I, "1, I ') ~ ~ ~ ~ ~ ~ . ·, ~A , ~ ~~ C-.IL. ~ - 'r lc.J ~ ~ . , c;..,~ / \ ff__ ~ ~ ~~~ . ( ,:. ) 7~ ~ V ' - ~~U -4 1°2)'- -~~ ~) 7'-'-- '~ ,. ~ ~ , t 7L .. .L ~ ,.,_..,.__, ~ J .. ... ~~s~ ~r ,J r "2.~, I C, b°L- Purpose = To discuss the role of Japanese agriculture in economic development. = How good a model is Japan for the rest of Monsoon Asia? = Three periods of development to be distinguished: l. Meiji period to W-w I ( i i~ 1878- 1917) 2. World War I to World War II (1918 - 19l.i-5) 3. Post-World War II Summary of the main points : 1. The first period was period of rapid~ growth i~ production and technological development in both agriculture and industry. = period of balanced growth between the agricultural and industrial sectors. = Agricutlure in this period provided: labor force for industrial development, l. the nation's food reauirement 2. 3. a large share of iqa capital savings in the nation. 4. A large share of the foreign exchange income. = Yet the basic pattern of agricultural production was · not changed. = In contrast with Europe, then, the economic development of Japan was quite different. 1. In Europe, industrialization was preceded by an slow imporvement in agricultural production. 2. In Japan, ~griculture develpped side-by-side with lbndustrial growth. = But there were certain unanticipated his~orical circum stances that altered the development of Jpse agriculture and industry in the next period of Japan's history. (2) fn the second period (inteNar years) saw a~ decline in the contributions of agricultureJQt to economic development. relative - ===-.--== competitionfrom international markets, = Worldwide depression of the 1920s/and the rlse of militarism forced Japanese economy to turn to heavy industry. rural = Meanwhile,/population continued to increase at steady rate, but the industrial sectors no longer able to absorb_much .. of) this surplus farm population. ( f )~ "- ~ -. rz...... -~; c «c, u.e.;."'~. = The • overpopulation in l'ural ar eas _i:iri:ms:xril:m i ntensiti~ Desult\ng • the unfavorable man-land ratio typical for Asian societies. = The steady increase in population also resul« in nation becoming dependent upon ~ :x : ta : t tm~x imported food. = Simultaneously, l"Hl\o/li1ai,s~ improvement of agricultural its up2er limits, given the traditional production reach pattern of labor-intensive, small-scale, family-operated system of farming. = .Kbm So called 11rice riots 11 and tenancy disputes increas~ landlords no longer active in imporving farm production methods. Absentee landlordism Pila•• a, ~ ""h-4 ... -!>·h • .i :.t.~ .. • • (3) The third period--after World War II. = Poll tical influence of farmers increaset a land redistribution system ....-v-,~""'"' place. = Qovernment subsidies (amounti~ to -~~ of national budget) to agricultural sector resultf...·in s ome imporvement of 11infrastructure 11--better water control, road improvements, greater dissemination of farm innovations, Jrbcc mmporired marketing systems. =Backbreaking ~ farm work eased a little with the increase use of small hand tractors and other labor-saving devices. = The purchase of :tk such industrial goods made possible by an increasing number of members of farm households employed in se~ice and industrial plants. SUch workers either ooromuteAto work (due to improved transportation) or factories move~to the countryside. Thus, agriculture .-;ar became~ an important market for ~ domestic industrial production. = ~& attompti to Peduee &irth rate~by drastic abortion methods, as well asby contraception. ~ (4) The future? = Throughout these three periods, the number of farm households have numbered steadily around 6 million. The land per farm household has not increased. Agricultural income amounts to less than 20-~ of the ~ national income, despite the fact that 40% of the population ~e farmers. = This worries many of the leaders. l ~;f;d Increased farm income per family can only come about by an increase in size of farm. This in turn means a drastic reduction in the number of farm families--~ entire families leaving the farms. Present land reform laws prevent increase in size of farms. Hence, the u hn:ai: present administration is seeki.ng ways of reversing itself. = Some alternative being suggested: a) :DJ1D"ffa::8E nationalization or C()llectiva.zation; b) vertieal integration.~ ang/ cJ industrial farming. m ;~ay SONI , ·pie pressure seems to be toward mechanized farming on a size which makes it economically feasible. = It is hoped that the present industrial sectors will g~~j sufficiently to absorb the families that leave the farms • The Central Questions f or Economic Growth in Agrio"Ulture lT Wh a t~ happened to output (total amount produced)? 2. What happened to productivity (Product per worker)? 3. Why such outputs and productivity changes? 4. How did such out and productivity affect economic development of the nation? Period Wne 1. Out put increased: Bushels of rice: 98% Y en~ prices in total farm products : 121% 2. Productivity increased: land productivity (net output/ arable land) labor productivity (net putput/labor force) 80% 136% 3. Why the increase? a) No change in the traditional farm operations continuation of the basic patterns. b) The increments due to: - 1. · No mass exodus bo cities of landless peasants. (movement single persons and without family units) 2. Tenancy sjratem was such that the tenants paid relatively high rents to landlord. This in turn encouraged landlords to push for increased yields and to improve production methods. 3. Basic agriciltural improvement took place: a) Better irrigation and drainage systems. b) Some additional land turned into paddy fields. c) improved seed stocks and improved fertilizers and greater imput of manures. 4, Govt. aid : in the form of agricultural experiment stations, collection and dissemination of informa tion oft improved farm methods, and some subvention •Gf large-scale reclamation and irrigation works. 5, The price of rice and other agricultural products continued to rise pari passu with rise in industrial prices. 4. The Effect on Economic Growth of nation. a) produced raw silk, tea and other materials which contributed to Japan's foreign exchange. b) Supplied labor, food, and capital savings to keep pace with Japan's industrial development. (e.g., in Govt. revenues in 188-92, land tax provided 85.6% of all govt. revenues, By 1920, the rest of the economy prospered so that the farmer's share declined to about 18.J%. ) Period Two. This period can be summarrzed briefly. 1, Productivity and output continued to climb but not at :tk'e very dminishemd rate. 2. Meanwhile, the population kept climbing. By this period, the population had doubled what it was in the pre-modenn period. J. The industrial sectors were meeting severe competition from international markets, due to the worldwide depression. 4. The :trK surplus farm population was not being absorbed at the same rate as before. The pile-up of labor in rural areas aggravated conditions. The poor man-land ratio. 5. The food supply was no longer completely supplied by Jpse farmers. Food was imported and further brought misery by depressing agricultural prices. , 6. Peasant revolts characterize the countryside. In the cities, the rise of militarism and political upheaval of sorts. Period Three. The postwara three brought a number of improvements to the farmer's lot. 1. The land reform program eased the landlord-tenant problem. 2. The federal government subsidized agriculture in many ways: a) price support b) extension service and improvement of technology. c) greater expansion of infrastructure (irrigation, roads, etc) d) greater voice of farmers in political participation. Officially, the federal govt. is committed to these positons with regard to agriculture: 1. Self-sufficiency in food. 2. Maintainance of same number of farm households (6 million) MeanswhUe, the gap in income between city and farm is increasing. (4~ pf :taJm. population are farmers; their income is only 2o.' __:_o..f __ the- total national income) • -Xhe_o_bvi.owL solution-is-~ ;- -1 .. _Dr__cp _ _the-idea_ o-f_ aeli'--suffioienoy_ 2, Reduce the number of farm households in order to increase the aderage size of production. = Such a measure would make more efficient the use of farm _machinery and labor-saving devices, The difficult political solution. Entails values about the 1oore of Japanese culture• Dependence upon itwkaig,:ix import foodstuffs. Fear of loss of voters by the Liberal-Democratic party, E.:11st I.,nnrc.dng, tiichic;r.rn ,$CHEDUL:I!; • 9.00 ~ lOsOOt Openinrr ~crn5i,on (l) Presentat ion of 6tnff (2) Preoc:atnt.ion of Pnrtic:tp:mts (3) De,"Jcription of Pr1,r,-rnm, Scl.edule, nnd :i:)rocodu.rcs 10.,30 .. 12 .. 301 1.'he Natu.r-c of Co.amurd.(~ :J t:1.L'ln .. ,. _____ .,, __ ._.,. .. _... Joycc 0 nncl 1J1.trlak :Vcirvin 9 (1) Proccr.,s und }"r•.;)bler:w (2) Perception Cro:,a Gul turnl Gomraunic ti-Lion--,.,. ______ ..,____ Dr" Kur:iata The nature of Gonmunic~tio:.1-----~·-.. ·-----... - (3) (I;.) In.fercnoc :1.!lu Ol:,aervnt:lon L.-i.ni:,"llncrc nud (icaning tToyo0\) Dervin 11 t: na_ vnr lak Fri~22th . $)DOO 120301 Communico.tion in irormo.1 Organizo.tiona-••• 2,,00 - 5 301 'I'he lfo.turc of c.=omm.unicnt:i.on------------- (5) Socinl F~ctors (6) Paycholocicnl factor □ ( 7 ) SU!ilm nry Dr .. Berlo Joyce, Dervin<> Durlo . .k'!I onc1 ,loin 9,,00 ""12,.301 The Economic .:"iopeets of ;iodernizo.tion--.. -.. Drs Wood, n,nd 2.oOO - 5,. 30: 'l'he rron J~conomie Aspecto of r:ode1·niz:'ltion- l''.err ~n-niaa,- ,tion_..-.!Si;,ra ei•iea · .· · · ·· (.4) Commun1ca tio.n as a. Launche~ of t~coe-,. lera.ted !-lodej:-nization. (5) The Strate©' of Channei Combination in Dovolopmen·.~al Oommunteation !t'l:ie 1'la1;ure of the T11 ird Culture and .SQcic,.. Dr,. Uaoem, nnd Joyco and Jain cultural Chang - - •···-------------. The iidoption a.ncl Di.f.i'ue,ion of Innovationo for A£rricultural Change nnd Hural Moder- nization-----------.. - - - - - - - Joyce• Jain, nnd Yiett Tueadt l.Bt B., • 10.001 Shared Culture a.nd llarld..,lide ComnunicatiOll• Dr. hhil>o 10.30 - 12.oo,· The Role o:f l'ore:ten-:L'rained ~'hance Agents •J0700, Jail>, and BeltrAn in national Dcvelopl!lont ancl i'heir Roadjuat- mont to th eir Cultures All general aessiono l>'ill take place iJ> RDOIII 10,5 A-.B. F.,.. amoU ~:oup s~asion~. Room 103 D and ~oom 103 A( the wo~ks.hop•a offi~ o) t1iU also ba l'!lacl a?ailabl o .:, List of Participants INTERlIATIOIJAL HORKSHOP ON COl-H.!lJNICATION FOR '.-IODERNIZATION December 1968 3. 4. 5. G. 7. 8. NO. isiAME 1. Mr. ,odfrey s. ACHEBE COUHTRY Biafra FIELD OF STUDY INSTITUTION DEGREE SOUGHT Economics Howard Univ. 2. 1-lr. Hilliam E. AKPAN lligeria Business Admin Luther College < Mr. Zaki !Iousa AYOUBI •· Jordan Business Admin. Indiana Univ. nr. Linus [\.. BJ\SSEY iligeria Banking Economics E, r.lanap;ement Ne1-1 York Univ. 11.B.A . l·lr. Schrab BEHDAD Iran Economics I-lichigan State Univ. II.,-..• ilt. Pahol CHDJDAKUL Thailand Business Admin. Utah State Univ. : iss Kusum CHOPRA l-ir. Sun Gwan CHUN 9. Jlr. Christopher E. ;~mrn-1 10. Hr. Bassey Udo EKONG 11. Mr. Ani-Jones EROK\lU 12. Hr. Fausto C/:.~CIA 13. Mr. Enrique F. GONZALEZ 14. l-1r. ,,erbert ITHENACHO 15. Hr. Hannah F. KALLON 16. t-lr. Nahmeul KHT India Korea Biafra lfip,-eria lligeria l-!exico 1·1exico Biafra Economics ] Business Admin. University of Colorado Drake Univ. Business Admin. Atlanta Univ. IL B. A. Economics University of llinn. ~ . A. Business Admin. Georgia State Coll. B.B.A. Business Admin. Stanford Univ. i-I .13. A. Bueiness Admin. Univ. of Arizona 1-1.B.A. Business Admin. 1organ State Coll. B.A. Sierra Leone Agricultural Econs. l.-niv. of Illinois B.S. Korea Economics Univ. of Houston tLA. B.A. B.A. ., .A. c, Vi / , ' . ·-'• Ph.D. .. s. ~ ff' .. NO. HAME COUNTRY FIELD OF STUDY nm TI TUT! ON DEGREE SOUGHT 17. Miss Vivan MAHLAB . Iran Economics Univ. of Texas B.A. 18. Hr. Stephen IJlJAOGUUGHU :r, Anyegbunam p .. OBI 19. 20. t-1r. Gregory C. OHAJI 21. : r. Iraj Haji SAMII Nip;eria Business Admin. Philander Smith Coll. B.A. Diafra Biafra Iran Economics Michigan State Univ. Ph.::. T-!anagement St. Edwards Univ. B.S. Economics Eastern Ill. State 22. !Ir. Surachai SUVAl!NODOl-i Thailand Economics Univ. of Oklahoma 23. 24. 24. 1-ir. Cscar TA!lEX-LOZANO iirs. Lillian Titi l-!rs. Lillian Ti ti TAYLOR ilexico ~igeria Bueiness Admin. Indiana University 1-1.B.A. Business Admin. Hestern Ilich. Univ. B.A. t-i. s. M.A. , · J - Country Biaf ra India Iran Jordan Korea Mexico Nigeria Sierra Leone Thailand No. 5 1 3 1 2 3 6 1 2 24 Analytical Summary Field of Study No. Degree Sought Agricultural Economics 1 Bachelors--12 Banking Eccnomics 1 & Management Business Admin. 12 Economics Management 9 l 24 B.A. 8 B.B.A. 1 B.S. 3 Masters 10 M.A. 3 M.B,A . 5 M.S. 2 Ph.D. 2 24 .. " _- ' •• : : i, I ' • ,. . ·. • I • • • ; • .. ... ·• · '· • •.• , i F ~ '. L,v-2 s '1-e ih0vu. T· - Vv0~S~~t ~ ~ -- ~ ~+-./~~~~ To· ~IL~ T~vU) - .. L:l--. e. C~,. ~ i )'(]L,L/ ~ ~ .2...& - ? t I ( q b g DEC 2 3 1968 I<-'<- H t:ict 9 Ll2M ~ MI CH I GAN ST ATE UN IVERS I SHA fWl'J e'\.IJT.,IlfflRE'111'N~tofflWD COMMU:NIC A TION S DEPARTMENT OF ANTHROPOLOGY • CENTER FOR INTERNATIONAL PROGRAMS ( In today's world, international oonventions and meetings as exemplified here at Kellogg Center this week) are common, in tact almost routine. The tact that people of different nationalities, languages and social backgrounds can and do meet w1 th each other means that the participants share some common elements of human culture. These shared cultural elements may be no 1110re than a aomm.on spoken language (English, F'renoh, Ruaaiu)J in which to communicate during the meeting• but it may extend to common food preferenaes, common hobbies or sports, oolll!IIOn •»IP!n profe ■ aional concems 1 common religious orientation, and even common value systems. The fact that these international gatherings are increasing must mean that the total number of people sharlng common cultural traits is also increasing. I nd•ed not only are these kinds of intemational meetings increasing in variety and trequency in recant years, they are also becoming one of the more ai,gn1 t'1.cant channels (in the sense of the SMCR model) by which peopl of different nationalities share new cultural traits. All participants in a oonferenoe or this sort are fully aware of the things I have just wr1. tten. so they need no .further elaboratiot\ here. My purpose in this morning's preaentation 1• to put this idea of ahraing oommon cultural traits in a histor1oal perspective and to present three of the following kinds of arguments& · 1) that this sharing ot oulture is deairable in the long run for mankind, even though in some caaea and 1n the short run 1 t haa lad to exploi tatton and other kinds of undesirable oon.aequenoes. 2) that the reason tor 1 ts daiarab1ll ty 11 not ( contrary to widespread belief') to work toward a oommon homogenized world culture or a -world oomunity, but rather to atn.Ye toward a multilateral system of shared cultures. J) that certain kinds of eduoat1onal f:k>llo1es oan be pursued to enhance the ahraing of cultural traits. Iwao !shino Dapar\ment of Anthropology Deca(ber 2J1 1968 -· - - - - - -- - - - - - - - - - - - - - ,- ~ tJ.. - 7~ - - -- - - - - -- - -----------, • ' - - - - - - - - - - -- - -- - - - - - - - - - -- - 1 - - -~ - - - - -- - - - - - - - - - - - - -- .. . - -- - 6. Peter Hall The World Cities. World Universit Library, New York. 1966 - --=----""---- -- -- -- -- - - - - ---1 7. Barbara Ward, The n erp The Norton Library, 1962. 8. •••t Donald A. Schon, eonno ogy and Cnange - - - Delta Book, Dell Publishing Co, 1967 9. Lynn White , Jr. - - -- - -- - -wedt-eval.----Te chnol-ogy and- sm,tal- Chan-ge Oxford University Press, Galaxy Book, 1966 - - -- -- - -- -1~e-Meantng-o the-26th en~u-ry he -Grea--t-Tran~1~1on------- ■1 10. Kenneth E. Boulding Harper, Colophon Book, 1965 11. c.E. Black - - -- -------·-- -- 'l!-ne--Dy-naml--G-8 ~f--Medern-!za-t-!-on-1---A--St-ud-y- of - G om para t~e-------- ■, History ------- -~ --- - --H&!!-p9-'.i!----&- Rowr 1-966----- ----- -- - - - - - - - - - - -- - - - -- - - - ---11 - A - - --12- Cl.1.f-1'-ord -Geer..t.z _(.ed •. ). • Old Societies and New States - -- - -- - -- ~ e.e__P~.as.,-1S6J. ______ ___ __________ __ ___ _ _ __ _ _ _ l_J, _ __ W1l_l1~m__ __ ij._J1cN.et1ll ___ . _ The Rise of the West: A History of the Human c ·ommun1 ty _New Amerioan _Library (Mentor Book)_._ 12._g_J 14. Peter Worsley -~ - - - -- - - -- The Third World University of Chicago Press, 1964 ' I 15. James A. Lee u ur a y s~ n-verseas pera o~s , Harvard Business Review, March-April 1966., pp :l.06-.;'114 - -. .. ' - - - - -- 16. Marshall G.s. Hodgs on - - - Tnernterre-iattons of Socret:tes - rn- Hlstiory --- ----v-oi--_;,-· No-; -- -2-. pp--22, .. -5-0, Comparative Studies 1n Society and History ' _ 96<>-- --.,,.,..., --..,----=--_..., _ __ _ - - - - -~ .,,_. - Margaret-Mea-d.-and- Rud-ott-Mod-1-e - -- - - - -- Communication among all people, everywhere 1 ~ - Na-tural-·-H-1-s-tory,-- November- 1--968, p- 56-6"3- -----',.- - - - -- - -~ --r I, -1:8.-- ---•••li-i--Marga-ret--Mead- . . - - - - - - - - - • - - - - -- -v an -Noa~and-,- 1-964-,- pp 1-)4-45 . -- - - · "Wold Culture," in Anthropology and Human $0:\lence\, ( \.- -- - - -<- ---1 \ - - - -- -- --19-- Mar.g&l!ft-t-- Mead-,-- - - - - --- -- - -·• -- - Countr1 es ,---=--- - ----- -- -. ---- - "Professional Problems of Education in Depenedient Journal of Negro Education, Vol XV, No~ J, 1946, \ pp 46- ' I r t • • 20. Wilbert E. Moore in Confluence "Creation of a Common Culture,"/edited by Henry A. Kissinger, 1955, pp 229-38. 21. Kenneth E. Boulding The City as an Element in the International System Daedalus, Fall 1968, pp 1111-23 22. Ralph Linton, The Study of Man, ~~x Chapters on Diffusion and Integration, ~~ Appleton-Century, 1936 2J. Ralph Linton,~• The Tree of Culture, Knopf, 1955 24. Margaret Mead, The Future as the Basis for Establishing a Shared Culture Daedalus, Winter 1965, pp.135-55 25. Kenneth E. Boulding Where are We Going if Anywhere? A Look at Post Civilizatton. Human Organization, pp 162- 67 Summer, 1962 26. Lancelot Law Whyte The End of the Age of Separatism Saturday Review,-May 18, 1968, pp 23-65 27. J.D. B. Mil~er Political and Ideological Trends of the Underdeveloped Nations, American Scholar, Autumn 1968, pp 591-602 28. David B. Hertz, Computers and the World Communications Cr1s1s American Scholar, Spring 1966, pp 265-71 29. UNESCO Interrelations of Cultures, »•nn Unity •nd Divser,1ty of Cultures. Paris. UNESCO, 1953 JO. Amita1 Etzloni "The Dialectics of Supranational Unifioation•x" 1n Crisis and Cont1nu1 ty in World Poli t1csi• ed1 ted by G. A. Lany1 and w.c. McW1lliams, Random aouse, 1966 31. F.s.c. Northrop and H.H. Livingston Cross-cultural Understand1nga Espistemology 1~ Anthropology Harper & Row, 1964 f Draft 2 OUTLINE I. Intrdduction a. The Communications Model, a review. h. New application of the model cao-v-Jt; ~ J < q~ II. ~ommunication Situations ~-, ... -~IS./ _ . Cl X. a. · Situation As b. Situation B: c. Situation 0: participant observes U.S. practices participant returns home. participants begins explore ways of intYoducing new ideas. III. Cultural factors J:!1 Oroes-cultural learnin!,• (Situation A) e.. ~~ a..J,-i J..c.. ce. °'-- ~ oJ. •• ,_,. ~ ~ ~ - IV 0 Problems of e-Entry into JP!'1.&'k& own culture . -(Situation B) Particpant 1 s V. Cultural ~actors in iNE~ i ntroducing hange ¢Siute.tion a) / ~.l-1..,yi-,l..' ,... _ 1J..,t.itJu1- "1, <..' ;f.--17'-.t---\_ .. OUTLINE I. Introduction a. Source-Channel-Message-Receiver model broadened. b. Example: U.S. fr iende ( eourcE0, IC1A participant (channel), hie ideas (Message), colleagues at home (receiver.) II. Communication Situations a. Situation Is participant t~xH;SJ observes US practices. b. Situation IIs participant- xasi returns home. c. Situation III: participant begins to apply ideas learned abroad. III. Situation Is Crose-cultural phase. a. xiEXBX«11xaf111i Description of this phase. b. Some quee t ions: ( 1) What helped or hindered the participant's learning experience? ( 2) What ideas lllUtX1!1B1tf111i seem to be helpful to my :wmxkxlfaatkxk:1!111111! job back home? What JUUi ~»t seem to be impractical? (J) What order of priority should be applied to the introduction of these ideas, if any? IV. · Situation !Is Re-entry Phase a. Description of this phase. b. Some questions to be taken up: (1) Imve the people at home changed? ( 2) }mve ! changed during rrry absence? ( 3) What ia the attitude of 11W' collagaes toward me and my going to the u.s.? / / IA' (l C-: / I \ , : I . , '' ..:;,·' ,, /' l j )_ ) !~,. J '. ) h ""-=:;:t;i.) ('.' ( :. :'< , V. Situation III: Social Action phase a. b. Description of this phase. Some questions to he taken up: (1) What new ideas do I want to introduce? ( 2) What elements in the "new idea" need to be re-int~rpreted-~adapted? &.ll.t)t ;,, ,.' /,.'_,1 <'}r·r·.: ,,/ _,.·,,i '! I'(·"!)._. ~:,: ,:;,,,/". .... Room 322 Union Building Michigan State University Eaat Lansing, Michigan October 3, 1960 Professor Iwao Ishino L.29 Berkey Hall Campus Dear Professor; • lable as a staff m '>er of t Mich t ion Administ:ra · iou St~mina re scheduled on our t~co~ds are: on Com 62 December 11-16, 1960 Mr .. Francis Byrnes If this ie incorrect, or if - you wish to lilako change.a, pleasE n,Jtify m@ a!!I soon ae possible. You bave already r~e!ved, or will shortly receive, a bouklet l'mtitled~ " CA dbility of the chaf:rman for each we~k to contact ilie staff in advance con cerntng auignmants. r1r1spon.- :il o rap d "Guide to the Conduct of thfi IC'A. lo, d f .f: C o m . ic t io • An .;;,;:.;;..;;.;:.,;;_ s , " n encl s d e. to fo n tion el1 et o If y in de tra~~l , r~ .addit . an.sve,: l info estione about: tiPn, pl~ase eo~ t Sincerely, . / .,,/(.' -~ /~ vy<- ,. ~..> , .~ 1 / ICA Seminars on C.:.t11mUni.cation Bncloaur€: St..&ff Av.~.dab!J-H: y f-\'.H;-.11 !CA Ca.Jm.n.micJ.> t i«:m Scr-:Afo.;!t \' .:'J j 96G, 61 (Ort. 9,,Jt:.narning - VII Meaninr, Bnd Col711\uniaation VIII Dimensions or Veaning III The Fidelity or Communioetion - 0 0 0 0 O O Q () 0 O O O ~ D Q OD~ GO 18 0 e () u, o 0 e O e O O i:, O o g GOO Interpersonnl and Person~to=Peraon Communication III The Fidelity or Conmunicetion V Interaction oo~oooooooooeeo ' fQ la o uo a c -onQoooooooooo t>o Group Struature end Sooial Factors in Communioe. ti on e o o o o o o o o n e ~ ~ ~ ? o o o Sooial Aotion VI Sooi~l Systems o e o o o o o o o o o o o Q o o o o o ~ I Communioation~ Scope and Pur.poae 00G t0 rJB -000000008QOQ0QOOCPOOOOe4 'Z IQ000C l , ,OOO MICHIGAN STATE UNIVERSITY OF AGRICULTURE AND APPLIED SCIENCE • EAST LANSING COLLEGE OF COMMUNICATION ARTS March 17, 1961 D.:r. Iwao Ishino 429A. Berkey Hall Campus Dear Staff Member: Thank you for your interest in summer teaching at the ICA seminars. Working from your list of available dates, we have scheduled you as follows: 79 June 18-23, 1961 Donald Lloyd Date Chairman Please note that seminars prior to July l occur at Cacapon Lodge, Berkeley Springs, West Virginia. From July 1 - September 15 they will be held at Boyne Mt. Lodge, Boyne Falls, Michigan. If you have a change of plans and are unable to be present on the assigned date, please notify me as soon as possible. During ea.ch week which you serve as a staff member, you will receive three per cent (3%) of your regular ten-month salary. Cordially, ~ : '~;. llirector ICA Seminars on Communication dcj To: Frank Narzocco From: IwA.o Ishino Subject: MSIJ and East-,~est Canter Joint Project For this program, I would like to lDQIIJ.!J suggest that one aspect of the research ba concerned with the IDll!I notion of codes I as they are found and i: utilizecl. in a wide variety flll of societies. The notion of cod~ as I am using it here comes out of the coJ11~unications research (e.g., &irlo). In the communications process, there is no communication unless the speaker and listenar share a common system or code. 2. 'l'his idea of code is very important in cross-cultural research because unless the researcher understands the "native 11 him and the native informant. 3. To get at these matters a group of people within anthro pology have staked out an area known as 11ethnoscience 11 and }ltDn!Dr are no¥. proceeding to develop a methodology to collect systematically a wide variety codes from color categories, to kinship structure, Eatixi: art forms, music patterns, st~tus relations, and religiou. 4. I suggest :timt therefore that~ cross-cultural study of codes be considered as part of the learning researohxpXa3£ program. (On second thought, it seems~ Jerom~ Bruner's On rhinking is II concerned with the discovery of 11 codes 11 and "coding systems" of his subjects). 7Lo k, /,,R..ti-1 ~ ✓ ~ ,~;Y''- z i,~~r~ ,,rA.sl._ I ~ " BRIEF BIOGRAPHICAL DATA ON STAFF Seminar on Connnunication No. 257 June ll-17 H. Stuart Hawkins, Resident Coordinator, MSU/AID Comm\lllieation Seminars Born in Mtu Gambier, South AustraliaD Mr. Hawkins received his Honors deg1--ee in Agricultural Science fn>m the University of Adelaide in 1957 and his MoA~ in Communication from Michigan State University in 1965. From 1958 to 1960 he conducted pasture researeb on tbetson ha also written two research reports for the Department of Defense concerning the changes in belief pattems toward nuclear attack and the need for civil defense. In addition to his resear-ch activities, he has had extensive experience in teaching and administration of public education. Formerly he has sex-ved as resident coordinator and associate director of the AID Seminars on Communication. Presently he is associated with the Division of Education at Southem Illinois University. Dr. Engbretson is a member of the American Educational Research Association, the American Association for Public Opinion Research~ and the Association for Supervisi011 and Curriculum Development. His special fields of interest include communication and education , and interpel'Sonal communication. Walter H. Pciedhoff , Professor of Psychology, Illinois State University Originally fran South Dakota, Dr. FI'iedhoff received both his A.B. degree and his M.S. degree fran the University of $outh Dakota, the former in zool~y and the latter in psychology. From theN he traveled to the University of Iowa where he received the Ph.D. in educational psychology. Hi.a many years of university experience include being the Assistant Dean of Students at the University of South---Dakota and Associate PI'Ofessor of Psychology at Eastern Illinois University. H ,·l:n~ been associated with Illinois State University since 1958, ti\. Friedh~ ,::i ~aching and research center al"Otll\d learning, educational measurement I and counseling. His professional associations include the American Psychological Association, the Michrestem Psychological Association, the Illinois Psychological Associa tion, the American Education Research Association, and the National Council on Measurements in Education. • Harold O. Haskitt , Jr., Head, Speech Section, General Motors Institute, Flint~ Michigan A native Michigander, Mr. Haskitt eamed both his degrees within the State of Michigan. He Nceived his bachelor's ~egree in speech from Westem Michigan UniveNity and his master's degree, also in speech, from the University of Michigan. ' Mr. Haskitt. who is especially interested in business and industrial speaking, has been teaching speech at GMI since 19lJ7 and has been the Head of the Speech Section for the past thirteen years. His professional associations include the Speech Association of America; the Central States Speech Association; the Michigan Speech Association, the National Society for the Study of Communication, and the American Society for Engineering Education. Iwao Ishino, Associate ProfessoI' of Sociology and Anthropology, Michigan State UniveJ;'Sity Bom in San Diego, California, Dr. Ishino received the Ph.D. in Social Anthropology in 1951l from Harvard University. His previous experience includes Office of War I nformation , Public Opinion and Sociological Research Division, Allied Occupation of Japan, Department of Sociology and Anthropology, Ohio State University, Fulbright Lecturer, University of Tokyo. Dr. Ishino is a member of the Ameri@an Anthl'Opological Association~ American Association for the Advancement of Science and American Sociological Association. · His special field of interest is culture change. He has been engaged in an analysis of social change data collected in 13 Japanese villages during 1958-59. One aspect of the study has to do with the examin ation of the diffusion of f arm technology. Kennon H. Shank I Professor of Speech and Education, Db,ector of Speech and Hearing Clinics , Indiana University Dr. Shak received the A.B. Degree in Speech from Simpson Collegea He eamed both his M.A. and Ph.D. Degrees in Speech Pathology from the University of Denver. Befil;)N coming to Indiana University, Dr. Shank served with the Air Force for foU!' Y19f~ • He was fomerly an instructor at Simpson College, an assistGt professor at Texas Woman 's Univ rsity and a professor of speech at the l'niveraity of Oklahoma. Dr. Shank is a member of the American Speech and Hearing Association, the Indiana Speech and Hearing Association, Pi Kappa Delta, Alpha Psi 0m"!lga~ ~si Chi, and Epsilon Sigma. His special fields of interest include speech pathology and cmmunication process. .. .. Cedric c. Clark , Department of Communication, Michigan State University o Cedric Clark, born in Trenton, New Jersey, received his B.A. in English and Psychology from Trenton State College in New Jersey in 1962. He received his M.A. in Communication from Michigan State University in 1966 where he is presently a Ph.D. candidate. Mtt. Clar1c is a fonner Peace CoI'pS Volunteer, havin~ served in Nigeria from 1962-1964. He is currently involved in research concerning the effects of discre pant communication .and in problems of communication in non-Western societies. Mr. Clark is married to the former Carolyn Martin, a Ph.D. candidate in anthropology. Daniel E. Costello, Department of Comm1D1ication, Michigan State University Bom in Dayton, Ohio, Mr. Costello receivf!ld his BoS. in ' Conunerce and Administ?>ation and M.A. in Journalism from The Ohio State University. While studying for his M.A. in Joumalism, he worked as Business Manager of the Ohio State Daily Lantern. For the past three years, Mr. Costello has been doing research on the possible influence of the mass media. At present, he is studying the effects of constructing messages with various combinations of message elements on the everyday decision-making and comprehension of people in mass media audiences. Mr. Costello is a member of Alpha Delta Sigma professional advertising fra ternity and the Association for Education in Journalism. STATE Of" WEST VIROINIA CONSERVATION COMMISSION CACAPON STATE PARK Berkeley Spri11gs, W. Va. JUie 9, 1961 Dr. Iwa• !skill• 232 UaiTersity DriT• East Laaeiwg, Micaip.• Dear Dr. IskiI•: We regret t• hferm. y u that y•u will be uu.ble t• •ocupy Cabia#l6 Wltil 4:00 p.m. will ••t be TacatN by ether guests uatil then. Juae 19th. This cabi• The .ledge has iaferm.ed us that tkey will make arraagememts t• take care •f yeu aJld yeur family f•r the night ef Juae 18th. Please check witm taem up•• yeur arriTal at the Park. Very truly yours, ef~. ;f:)f~ Charles L. Leng Superi!lllelldeat ,. A I D SEMINAR LETTER No. 15 Am Seminars 322 Union Building Michigan State University East Lansing, Michigan :May 18, 1962 STAFF CHANGES NO./DATE lll., May ]J-19 112, May 20-26 STAFF Delete: Eugene Johnson Delete: Nurray Hewgill and Bruce Smith 113, May 27-June 7 Add: Juan Diaz (Gen. Comm • .Arts) Michigan State University 114, June 10-15 • 115, June 17-22 116, June 24-29 Dan Wozniak., Resident Staff Member; Don Ecroyd., Speech, Iwao Ishino, John Donoghue, Sociology, Bill Lassey, Larry Saurbaugh, General Communication Arte, 1'1:i.chigan State University; Walter Friedhoff., Psychology, Illinois State Normal University; Thomas Isaak, College of Connnerce, West Virginia University. John Ball., Center for Interdisciplinary Study in English, Norman Cleary., Sociology, Wayne State University; William Stellwagen, Keith Mielke, General Conununication Arts, Gordon Thomas, Speech., 'Michigan State University; Wayne Brockriede, Speech, University of Oklahoma; Dan Wozniak, Resident Staff Member. John Ball, Center for Interdisciplinary Study in English, Wayne State University; George Fathauer, Johanne Fathauer, Sociology., Nia.mi University; Kennon Shank, Speech, University of Oklahoma; John Dorsey, Political Science, Vanderbilt University; Gordon Thomas, Speech, Keith Mielke, General Commun ication Arts, Michigan State University; Dan Wozniak, Resident Staff Member. (Seminars #117 through #127 will be held at Boyne Mt. Lodge, Boyne Falls, Michigan) 117, July 1-6 Norman Cleary, Sociology, Wayne State University; Allen Broadhurst, Speech, University of Connecticut; Virgil Peterson, English, Miami University; Lloyd Welden, Jr., Speech, University of Illinois; Geoffrey Kucera, Radio & TV., William Stellwagen, Mahmud El-Okby, General Communication Arts., Michigan State University. BRIEF BICGRAPHICAL DATA ON PARTICIPANTS Seminar on Communication No. ll4 {Based on information furnished by AID PIO/P foms) (Mr,) Erich O. M. Aalstein; BORN: Surinam; POSITIONc Detective; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Industry and Mining; SPEAKSr French and Dutch, (Dr.) Chittaranian V. ~wal; BORN: India; POSITION: Lecturer in Applied Chemistry; POSITION trON RET TRAINING: Teacher Training in Eng. Education; SPEAKSs not indicated. : teaching of Sanitary chemistry; SUBJECT OF u •• s (}fr.) T~a Ashbel; BORN1 Israel; POSITION: District Inspector, Afforestation Depart,ment; P · TION UPON RETURN: Planning of the management and treatment of the natural forests; SUBJECT OF U.S. TRAINING: Range & Forestry; SPEAKS: English. (Mr.) Kamal Bayramoglu; BORN: Turkey; POSITION: Corrunercial Department Head; POSITibN 'OPON RETURN: not lmown; SUBJECT OF U. s. TRAINING: Public Administration Service; SPEAKS: not indicated. (Mr.) Luis Hugo Bellocq; BORN: Argentina; POSITION: Supervisor in radio main tenance; POSITION UPON RETURN: Maintenance of Airborne and Laboratory equipment for Flight Inspection Activities; SUBJECT OF U.S. TRAINING: Avionics; SPEAKS: Spanish • .Q!r,) Fachar Bermawi; BORN: Indonesia; POSITION: Head of Economic Research/ Survey; POSITION UPON RETURN : additional duties; SUBJECT OF U.S. TRAINING: Profession s,l Level Industrial Management,; SPEAKS, not indicated. (Mr.) Jure Blazevic; BORN: Yugoslavia; POSITION: Head, Personnel and Adminis tration Department; POSITIOO UPON RETURN: added duties; SUBJE',CT OF U.S. TRAINING: Public Administration; SPEAKS: English and Italian. (Mr.) Eardl; Kenneth Boog; BORN: Burma.; POSITION: Deputy Superintendent of Police; POSITIONON RETURN: added duties; SUBJECT OF U.S. TRAINING: Police Equip ment Program; SPEAKS: Bumese, English, and Hindustani. (Miss) Doris Anita Campbell; BORN: Jamaica; POSITION: Senior Education OfficerJ POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Education - Industrial Arts; SPEAKS: not indicated. (Dr.) Jose Luis Brizuela; BORN: El Salvador; POSITION: Regional Director; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Public Health Administration; SPEAKS: English. (Mr.) Mariano c. Cortezano; BORN: Philippines; POSITION: Technical Property Inspector; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Public Administration Improvement; SPEAKS: English. (Insp.) Do llan Dao; BORN: Vietnam; POSITION: Special Inspector; POSITICN UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Strengthening Public Safety Service; SPEAKS: not indicated. - (Mr. ) Djaswadi; BORN: Indonesia; POSITION: Administrative assistant in train- ing division; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Central Government Administration Training; SPEAKS: not indicated. ,. (Mr.) Jackson Fiah Doe; BORN: Liberia; POSITION: Principal, Sanniquellie Central School; POSITION UPON RETURN: same; SUBJECT OF U,S. TRAINING: Teacher Train ing; SPEAKS: not indicated. (Mr.) Doeriat; BORN: Indonesia; POSITION: Junior Auditor; POSITION UPON RETURN: same; SUBJECT OF tr.s. TRAINING: Auditing; SPEAKS: not indicated. (Mr.) Rifat Ercan; BORN: Turkey; POSITION: Captain; POSITION UPON RETURN: de velop and teach courses in in traffic control; SUBJECT OF U.S. TRAINil'JGc Special Police Training, Traffic; SPEAKS: not indicated, (Mr.) Ilhan Erol; BORN: Turkey; POSITION: Deputy Director oi' Accounting; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAIND'JG: Public Administration Services; SPEA.KS: not indicated. (Dr• ) Abdel N. S • Ezza.t; · BORN: Egypt; POSITION: Director Medical Department; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINnms Public Administration; SPEAKS: not indicated. (Mr.) Eitan Freud; BORN: Israel; POSITION: Design Engineer; POSITIDN UPON RE TURN: tiesign of gas installations and compressor stations; SUBJECT OF U.S. TRAINING: Oil Field Development; SPEAKS: not indicated, (Mr.) Manuel s. Garcia; BORN: Nicaragua; POSITION: Assistant Officer of the Disbursement Department; POSITION UPON RETURN: same; SUBJECT OF U.S. TRATIJING: Public Administration Supply Management; SPEAKS: not indicated. (Mr,) Chanan GeiseP°§rt~ Israel; BORN: Germany; POSITION: Chief Instructor for •TURNs added duties; SUBJECT OF U.S. TRAINING: Production · Veg, Growing; POSITION U of Tomatoes for Export; SPEAKS: German and English. (Mr,) Ahmed Gharbi; BORN: Morocco; POSITION: Accountant; POSITION UPON RETURN1 a promotion; SUBJECT OF U.S. TRAINING: Government property control and supply service; SPEAKS: not indicated. (Miss) Alfreda M. Harris; BORN: Liberia; POSITION& Stenographer; POSITION UPON RETURN: added duties; SUBJECT OF U.S. TRAINING: Public Services Nanagement; SPEAKS: not indicated, (Mr,) Vladimir Hudin; BORN~ Yugoslavia; POSITION: Adviser for special research 1.n all branches of economic statistics; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Public Administration; SFEAKS: English, French and German, (Mr•) Mohannned Amir Kaify;. BORN: Afghanistan; POSTIION: Teacher of English; POSITION WON RETURN: not indicated; SUBJECT OF U,S. TRADJING: Institute of Education; SPEAim: not indicated, (Mies) Hale Kolay; BORNc Turkey; POSITION: Test Specialist; POSITION UPON RETURN: same with added responsiblities; SUBJECT OF U.S. TRAINlNO: general education services; SPEAKS: not indicated, (Mr.) Nedel~ko Konmenic; BORN: Yugoslavia; POSITION: Chief Economic and Finan cial Depar·tment; OSITION UPON RETURN: same; SUBJECT OF u.s. TRAINING: Public Adminis tration; SPEAKS: English and German. .• (Dr.) Kailash C. Kotia; BORN: India; POSITION: C.A,S. I and Lecturer in Cardi ology; POSITION UPON RETURN: additional duties; SUBJECT OF U.S. TRAINING: Medical Education; SPEAKS: not indicated. (Mr.) Solomon Fredric Laurentius; BORN: Ceylon; POSITION: Chief Research Officer; Pcr§ITI6N UPON RETURN: Head of Management Division; SUBJECT OF U.S. TRAINING: Industrial Development & Productivity; SPEAKS: not indicated. (Mr.) Chau Van Lien~; BORN: Vietnam; POSITION: Statistician; POSITION UPON RE TURN: Help to organize in ustrial surveys; SUBJECT OF U,S, TRAINING: Statistics; SPEAKS: not indicated. (Mr.) Ronald Lima; BORN: Brazil; POSITION: Procurement officer; PCSITION UPON RETURNr same; SUBJECT OF U.S. TRAINING: Agricultural Administration; SPEAKS: not indicated. (Mr.) Branko Ljubojevic; BORN: Yugoslavia; POSITION~ Officer for the Products of Chemical Industry; POOITION UPON RETURN: same with additional duties; SUBJECT OF u.s, TRAINING: l'f.larketing and Distribution Research Techniques; SPEAKS: English, (Mr.) Andre Edd~ Lodik; BORN: Surinam; POSITION; Detective; POSITION UPON RE TURN: same; SUBJECT O U,S. TRAINING: Industry and Mining; SPEAKS: Dutch and Hindi, (Mr.) John ~tist Machunda; BORN: Tanganyika; POOITION: Agricultural Field Officer; POSITIONON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Agricultural Advisory and Training Services; SPEAKS: English, 0 f.r,) Abdul R. I. Mahmood; BORN: Iraq; POSITION: not indicated; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Dairy Industries; SPEAKS: English. (Mr.) Mohammed Salem Masody; BORN: Afghanistan; POSITION: Counterpart, Institute of Education; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Institute of Education; SPEAKS: Pashto and Persian, (Mr.) Mohamed M1Douar; BORN: Morocco; POSITION: Supervisor; POSITION UPO:N RE TURNr aci'ded duties; SUBJECT OF U.S. TRAINING: Government Wide O & M Supply Manage ment; SPEAKS: not indicated. (Mr.) Ryozo Mizuno; BORN: Japan; POSITION: Professor; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Consumer Standards Study; SPEAKS: not indicated, (Mr,) Jose h Karbbar Levee 1oulton; BORN: Liberia; POSITION: Instrument Man; . JECT OF U, S. TRAINING: Highways Project; ngineer; : Civi T POSITIO UP SPEAKS: English and Gola. (Mr.) Ach.mad Munir; BORN: Indonesia; POSITION: Assistant to the Faculty of Education; POSITION UPON RETURN: Same; SUBJECT OF U.S. TRAINING1 Development of University Level Staff; SPEAKSc English. ,.{_Mr.) Faisal Nwairan; BORN: Jordan; POSITION: Accountant; POSITION UPON RETURN: Improve the accounting organization and systems in this newly established companyJ SUBJECT OF U.S. TRAINING: Industrial & Business Services; SPEAKS: not indicated. (Mr.) Radisa PajkicJ BORN: Yugoslavia; POSITION: Officer in charge for the im~ port of goods; POSITION UPON RETURN: Institute for Trade Promotion of NR Serbia; SUBJECT OF U.S. TRAINING: Marketing & Distribution Research Techniques; SPEAKS: English, -4- (Mr.) T. Ossereh; BORN: Iran; POSITION: Off-Shore Purchase Nanager; POSITION RETURN: additional duties; SUBJECT OF U.S. TRAINING: Public Administration; SPEAKS: not indicated. (Mr.) Abdul Razaq; BORN: Afghanistan; POSITION: Instructor of English; POSITION UPON RETURN: Supervisor of English Teachers; SUBJECT OF U.S. TRAINING: Institute of Education; SPEAKS: English. (Mr.) H. Rez~our-TowfMh; BCRN; Iran; POSITION: Administrative Assistant of RETURN: not known; SUBJECT OF U.S. TRAINING: Public Training Section; P ITION UP Adrninistrationf SPEAKS: not indicated. (Capt.) Panom Riddhiluan; BORN: Thailand; POSITION: Executive Officer, De tective Training School; POSITION UPON RETURN: Staff instructor, teaching new methods of training; SUBJECT OF U.S. TRAINING: Civil Police Administration; SPEAKS: Thai. (Dr.) Sabdoadi; BORN: Indonesia; POSITION: Assistant at the Public Health De partment Medical FacultyJ POSITION UPON R.E:TURN: same; SUBJECT OF U.S. TRAINING: Public Health; SPEAKS: not indicated. (Mr.) Hernando M. Sanchez; BORN: Philippines; POSITION: Statistican III; POSITION UPON RETURN; not indicated; SUBJECT OF U.S. TRAINING: Agricultural Economics; SPEAKS: English and Tagalog. (Mr.) Abdullah Sani; BORNt Indonesia; POSITION: Teacher; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Vocational Education Teacher Training; SPEAKS: not indicated. (Mr.) R. Achmad Sanoesi; BORN: Indonesia; POSITION: Auditor; POSITION UPON RE TURN: same; SUBJECT OF U.S. ffi.AINING: Pub, Adm. Ngt. Training; SPEAKS: not indicated. (Mr.) Srecko Satalic; BORN: Yugoslavia; POSITION: Manager of Department; POSI TION UPON RETURN: not indicated; SUBJECT OF U.S, TRAilUNG: Marketing and Distribution; SPEAKS: English. (Mr.) Manohar Selot; BORN: India; POSrrION: Demonstrator; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Teacher Training in Engineering Education; SPEAKS: English, Hindi, Gujrati, (Mr.) Shamsuddin; Afghanistan; no further information received. (Mr.) Ko Ko Si; BORN: Burma; POSITION: District Superintendant of Police; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Police Equipment Pro gram; SPEAKS: English, Burmese, Hindustani. (MrJ Alfred Dean Sirnpson1 BORN: Jamaica; POSITION: Literacy Officer; POSITION UPON RETURN: not indicated; SUBJECT OF U,S. TRAINJNG: Education - Literacy Program; SPEAKS: not indicated. (Mr.) R. Soeparman; BORN: Indonesia; POSITION, Auditor; POSITION UPON RETURN: same; SUBJECT OF U.S. TRAINING: Auditing; SPEAKS: not indicated. (Mr.) R. Soetopo; BORN= Indonesia; POSITION: Trade Specialist; POSITION UPON RETURN: not indicated; SUBJECT OF U.S. TRAINING: Foreign Trade Administration; SPEAKS: English. • A • .. U>U.s~) .a". z·~-lEB:; £QRN1:·,·~aq; ·P-OSrI'IOI~.: .. !\BS.i,st~t· Nutri'ti?ni,stJ ··; ij:~~or .' c6J'icluctil'lg ·dietary·sutvey,sj· SUBJ-EC'r·· OF· tr. S,,,;•. ·PC6Tr·lffl '!1PON 'I'ffl"INING:'° Health ancf-Bani't°Ation, Nutrition; SPEAKS: not indicated, · = Rg~P ns . (Mrs.) Paradee Sukanusas; BORN: Thailand; POSITION: Architect in the Highway Department; POSITION UPON RETURN: not indicatedJ SUBJECT OF U.S. TRAINJNG: Highway Department Operations; SPEAKS: not indicated. (Miss) Pimolari Sundarapalin; BORN: Thailand; POSITION: Cost Accountant; POSITION UPON RETmffi': added duties; SUBJECT CF U.S. TRAINING: Electric Utility Accounting; SPEAKS, not indicated. (Mr .) Mulia Mubin Teffiubolon; BORN: Indonesia_; POSITION: Social Educator; dica.ted; SUBJECT OF U.S. TRAININGs Social Welfare Adminis- POSITibN UPON RETURN: not tration; SPEAKS: not indicated. (Dr.) Tran Ngoc Tien;,1; BORN: Viet Nam; POSITION: Deputy Lecturer; POOITION UPON RETURN: added duties; SUB~CT OF U.S. TRAINING: Public Health; SPEAKS: English and French. (Mrs .) Tran Ngoc TienAJ BORN: Vietnam; POOITIONr Assistant Professor; POSITION UPON RETURN: Research; SUB CT OF u.s. TRAINING: Teacher Training and Teacher Educa tion; SPEAKS: English and French. (Mr.) Sezai Tokso~ BORN: Turkey; POSITION: 0 & M Examiner; POSITION UPON RE TURN: added duties; Sffir CT OF U.S. TRAINING: Public Admin. Services; SPEAKS: not indicated. · - (Mr.) Hector G. Torres; BORN: Chile; POSITION: Director; POSITION UPON RETURNs same; SUBJECT OF U.S. TRAINING: Metallography; SPEAKS: not indicated. (Mr.) Valentin Trilar; BORN: Yugoslavia; POSITION: Teacher; POSITION UPON RF,TURN: same; SUBJECT OF U.S. TRAINING: Staff Training; SPEAKS: English and German, (Mr,) Marcelino c. Valestra; BORN: Philippines; POSITION: Radio Technician; POSITION UPON RETURN: Chief of Section of Service; SUBJECT OF U.S. TRAINING: Police Improvement; SPEAKS: not indicated. (Mr.) Ramnaraien Oeda~ajsingh Varma; BOR.Nc Surin~; POSITION: Head Central UPON RETURN: same; SUBJECT OF u.s. TRAINWG: Industry Information Service; P6SITI and Mining; SPEAKS: Hindi and Dutch. (Mr,) Stana Vesel; BORN: YugC!JBlavia; POSITION: Head of Department of General Affairs; POSITION @oN' RETURN1 same; SUBJECT OF u.s. TRAINING: Supply Management and Administration; SPEAKS: English,. (Mr.) Tran Cao Vinh; BORN: Viet Nam; SPEAKSs English; no further information received, (Dr.) Antonio Rudolf Van Weissenbruch; BORN, ·Surinam; POSITIONc Physician in Public Health Department; POSITION UPON RETURN c Chief Public Health Nutrition Section; SUBJECT OF u.s. TRAINING: Health; SPEAKS: not indicated. (Mr.) George E. F. Wezel; BORN: Surinam; POSITION: Chief Police Officer; POSITION UPON RETURN: Detective Section; SUBJECT OF U,.S. TRAININGs Industry and Mining; SPEAKS: not indicated. a W, (Dr.) Poerwoko Wiropoeepito; BORN: Indonesia; POSITION: Medical Officer; 'POSITION 1UPON RETURN: added duties; SUBJECT OF U.S. TRAINING: Public Health kdminis• tration; SPEAKS: not indicated. (Mr.) Chun' Chi Yu; BCRNa China; POSITION1 Director, Position Classification Department; POSI ION UPON RETURN, same; SUBJECT OF U,S, TRAINING: Improvement of Public Administration; SPEAKS: not indicated. (Mr,) Mohamed Zerhouni; BORN: Morocco; POSITION: Accountant; POSITION UPON RE TURNc Supervisor of Supply ServicesJ SUBJECT CF u,s. TRAINING: Supply Management; SPEAKS: not indicated. (Miss) Guennet Zerihun; BCRN: Ethiopia; POSITIONr Teacher; POSITION UPON RE TURN: Teacher Training; SUBJECT OF U.S .. TRAINING: Teacher Education; SPEAKS: French,. ·• BRIEF BIOGRAPHICAL DATA ON STAFF Seminar on Comnnmication No. 257 - 7 /CJb 7 J_une _ H. Stual't Hawkins • Resident Coordinator, MSU/AID Comunication Seminars Bom in Mto Gambier, South Australia, Kr. Hawkins Nceived his Honors degree in Agricul.tural Science from the Univers.i:ty of Adelaide in 1957 and :i.n Communication from Michigan State University in 1965. his M.A., From 1958 to 1960 he conducted pasture research on the Bovril Estates in Argentina~ On his retul'n to Australia he joined the Commonwealth Scientific & Industrial Rese&rCh Organization in Melbourne as a s cientific liaison officor. His duties i ncl uded t he interpreta1:ion of gricultural and fisheries rese ch results• thei r diffusion to extension ~1orkers and fishermen, and the organization of national scientific conferences. In addition he instituted a series of lectures in communication theory for graduate students in agricultural extension at the University of Melbourne. Riehal"d W. Budd, Director Mass Communication Research Bureau, School of Journalism, Universit y Dr. Budd , who was born in Henderson , Macyl d, received his B.S. Degree flx:>m BowUng G~ n Stat e University (Ohio), his M.A. in Joumalism from the Uni rsity of I owa and his PbsD. in Mass Communication from the University of Iowa in 1964. Th a uthor of Introduction to Content Anal ysis, Dr, Budd has also written PDQ articles whicb inc:lude 11Analysis of u .. s. News in Foreign Press." His experiences r•ange from reporting for the Bowling Green Sentinel-Tribune to his present position with th Univ raity of Iowa. During this time, he was a Staff Wri ter for the Dayi;on Daily News• a Research Assistant , Assistant to the Director and l t r DiNctor of Mas Comunications Research Bureau, University of Iowa .. Dr. Budd 1 a m mbt9r of Sigma Del·ta Chi, lnal measurement 0 and counseling. His profes sional. associations include the American Psychological Association th Mi dt.estern Psychological Association, the I~llnois Psychological Ass~cia tion, th American Education Ree arch Association, and the National Council on MeasUN11ante in Educatian .. Marold 0. llaakitt , Jr., Head, Speech Section, General Motors Institute, Flini: 0 Mlebigan A native Michigander, Hr. Haslcitt ea.med both his degrees within the State of Michigan. He received his bachelor's .degree in speech from Western Michigan University and his master's degree, also in speech, from the Uni Yel'Bi ty of Michigan. Mr. Haslcitt, who is especially interested in business and industrial speaking, has been teaching speech at GHI since 1947 and has been the Head of the Speech Secd,ora for the past thirteen years. His professional associations include the Speech Association of America; the Central States Speech Association; the Michigan Speech Association, the National Society for the Study of Conmnmication, and the American Society for Engineering Eduoation. Iwao Ishino, Associate Professor of Sociology and Anthropology• Michigan State UniveNity Born in San Diego, Califomia, Dr. Ishino Nceived the Ph.D. in Social Anthropology in 1954 fl'OII Harvard Univenaity. His previous experience includes Office of War Information• Public Opinion and Sociological Research Di vision• Allied Occupation of Japan, Depart•nt of Sociology and Anthropology, Ohio Stat• University, Fulbright Lecturer, University of Tokyo. - Dr. Ishino ie a member of the Ameriican Anthropological Association 1 American Association for the Advancement of Science and American Sociological Association. · His special field of interest is culture change. He has been engaged in an analysis of social change data collected in 13 Japanese villages during 1958-59. One aspect of the study has to do with the examin ation of the diffusion of farm t chnology. Kennon H. Shank , Professor of Speech and Education II Director of Speech and Mearing Clinics, Indiana University Dr. Shank received the A.B. Degi."8e in Speech fl'olll Simpson College. He earned both his M.A. and Ph.D. Degr.aes in Speech Pathology fl'01D the UniYemity of Denver. B fo coming 'to Indian University, Dz,. ShGDk s ~ d with the Air Force for foUI' Y~~ • He was formettly an i nstructo~ at Simpso11 Coll ge, an assist n't professor at Texas Woman's Uni~ rsi•i:y and a professor of speech at the 'niver-sity of Oklahoma. Dr. Shank is a membe~ of ~he Ame~ican Speech ed Hem"ing Association Indiana Spe ch m1d Hearing ssoc iation II Pi Kapp Delta, /Upb Pei Ona .ga~ ':P.si Chi, mid Epsilon Sigma. His sp cial fields of int rost include sp eeh pathology !!Ind canmunica.tion pzioC(!Jss • the • * It •• * Cedric C. Clark, Department of Communication~ Michigan State Universitya Cedric Clark, born in Trenton, New Jersey, r~ceived his B.A. in English and Psychology from Trenton State College in New Jersey in 1962. He received his M.A. in CommW1ication from Michigan State University in 1966 wheI'e he is presently a Ph.D. candidate. Mr. Clark is a former Peace Corps Volunteer, havinr, served in Nigerla from 1962--1964. He is currently involved in research concerning the effects of discre pant communication and in problems of communication in non-Western societies. Mr. Clark is married to the former Carolyn Martin, a Ph.D. candidate in anthropology. Daniel E. Costello7 Department of Communication, Michigan State Univernity Born in Dayton, Ohio, M:r. Coste!lo ~cP.i•,~rl his llaSo in Commerce Administration and M.A. in Journalism from The Ohio State University. studying for h.is M.A. in Journalism, he worked as Business Manager of Ohio State Daily Lantern. and While the For the past three years, Mr. Costello has been doing research on the possible influence of the mass media. At present, he is studying the effects of constructing messages with various combinations of message elements on the everyday decision-making and comprehension of people in mass media audiences. Mr. Costello is a member of Alpha Delta Sigma professional advertising fra ternity and the Association for Education in Journalism. REGISTRATION FOR THE MSU SEMINAR ON COMMUNICATION OF SKILLS AND IDEAS FOR No., Participants MohaJMI\Od Ali FAIQ Act~ Dir Eco Analysis Napoleon LOPEZ Chief Auditor Eduardo CIFUENTES Agronomist 1 ,. 2,., 4o PIO/P lS Training 50117 Dev., Economics Country Program Dewo Officer Afghanistan LMogannam 60093 International Management Bolivia Confer 60072 Economics Chile Brothers Oscar Ho FLORES Seed Production Assto 70071 Seed Technology Honduras Jones Tesfay BR.HANE Teacher * Ruth KHUSHMAN Nurse Tutor 51071 Labor t Ind~ Relations Ethiopia Capece 60252 Nursing India Darden Po Do SINGH Seed Testine Off. 60197 Seed Organizations India Jones Bo N., SINGH Deptn Diro/Agro Mo H ... JAIN Deptn Dira/Agr,, 10., llo Abdel L., S .. ARABIAT Supervisor/Agrn Ed., Hani Yo BARAKAT Asst ... Adm. Officer Samuel STEWART Teacher " II " n " « n II 60046 A&ricul.tur• Education 70045 Management Analysis 60116 Vocational Education Jordan Bouldin Jordan McCall Liberia Ahrens - 13~ Farhi A. OBAID Chief Auditor BAt. Suk !Coo Asste Chief/Ag.Sea. Amos C.liliA Teacher ,.~2~ 70045 1-l.anagemen t Analyai s 60163 i:1arket A nistration AID/Afr~Y.,,J Seconda 7 .t;d. .Jordan 1'i~Ca~: Korea 1'1ateyka Liberia i~ajjum 1iidley KALlATi: Asst.Airport C adant 60010 Airpart Administration l'1alawi ?ickens .Narandra B. KATwAl.. Admin. Asst. Krishna P. r'ANT .c.d. Of'ficer 60097 li.le ntary School Adm~ 60098 School Administration ilurga B. .t>.nllDtltu~ ~leotronica Instructor 60078 Vocational Schools Nepal i, Nepal .Harihar f.riASiW tleadmaster Lokendra RAYAi"1AJ'HI Lecturer Sat ya Man SH&s·rHA l>i- wf ~-'j q-~ 1 fi,g1 pt-·:-l""' 60077 ~due a tional Adu!ioi~rti-·a tion Nepal 60096 Soienae ~d. 60086 .l!;ngineering " Nepal Krishna u. 'l'k-1.nAKArl Section Of f i cer 60079 ~ducational Adnti nistration " Stcmkard ,I Little Stockard ,, Wo('.ds •• Daniel O • .l!SOtl ~state Asstoon tlantation Agriculture/Hcrtioulture Choudh Analyst 60562 Work Simplification 60489 .w\rll-'.1.AN 14 . Nigeria Jones Pakistan l~ajjum Anwarul HO~UE Analyst Sbul K.A. rlAI Analyst 11do N. KdwAJA Anal yst 60562 Space Utilization 60562 Organization ec l"ianagement, 60,562 rleiJcrds !lianagement ,1 II ,. ,, ,f ,, 1.4. 150 16. 17. 18 . 19~ 20,, 21. ~ 2. 2,.,,. 25 .. 26. 27. 28n 29. - • .. -- 1'1ohammad .dAML.AN 1;,ublia Adm. Shafique ~U&.SHI i-lublic Adm. Mohammad 1'1A.JID Publft;c Adm. Iqbal 1-tC.UHAL Publ:to Adm. Sy d TAB ALI Public Adm. A ta Ullah .KRAL~ rlublio: Adm. Tofailuddin A.rfi11.J!.O .fublic Adm. l'1<"'hamma Public Adm. ,,1. JU .. .tl/Ui J c.rlAl~ A ~ublic Adm. 310 :32. 33., J4o 35., J6. 370 ~ - 39. 40. 41. 42 .. 4J. 44., =)<> 60461 tlub. Ad. Organization .Sc i"'i.anagement. Pakistan Werner II " JI ,, ,I II II " ,, ii ,, ii •• II II ,, ., •I ., .. ., " ,, II ii ,, . , ,, ,I ,, ,, Carlos V. & rt.Rc.RA Specialist/Seeds 70019 Seed Technology Jose PArll:!:DJ:!iS Supervisor/~xtension AID/la-1776 flant ~bysiology Al barto S.!!iOAN.1:, Livestock Specialist AJ.D/la-1776 Ant mal Science i'eru Najjum •I ,, II •• 11 Dorca.s i-1. JO~SON Asat~ Teacher 60038 ~ducation for the Deaf Sierra Leor:e Saidu A. K.Al'1AdA Headtea11her 60037 Psycholo-gy/Early Childhood Sheikh I. S~SAY 60049 Hee rr-:t.nc~ipal .i.ducation Henrietta . ilTrl Asst. Teacher 60038 ~ducation for the Deaf ,, II .Neale Buckley Sookcbit ~.i.t!.iGANGWAL Land Dev. Offiaial 50093 Agricultural ~ngineering Thailand ~-.cCorvey .50. 51. Sc,mchai l:"00.NAKAS.!!M Budget Analyst .50151 Public Admo iarnval"Ele SUtdA~ICri .C.:lec:tri.1':' ·rech. 60762 ~lectrical Maintenan~e flNGSAl( CM.emcha.isri rlealth Officer 60751 .r'ublin deal th rrograi ing ,, ,, ., rickens Swinney uul i~ese ..:..tu:.L Asst. Dir./rlesearoh 60222 Labor...: rrlce Statistics '.Curkey Barry ft'ua t AKuUN Chief/~nginee:r 60105 Farm Irrigation~ Conservation II 1•!cCorvey Sukru KA.Ll!.LI Irrigation .t!ingineer 60105 " Abdurrezzak DOJuC Agr. l!.ngi.n~er 60101 Irrigation ?racticea 57 Akay JUV.i!.N Irrigation ~ngineer Somer S.Arll.l{ATI.2WLU Drawing .c.ngineer· .falciri SO.i.t!.rt Chief ~ngineer 'remel Y.. BArl.UTCU Chief ~ngineer Ayt.ekin BIWIN .l!ingineer ., II ,, II ,, ., ,, ., ;I II ,t ii II II .. ., ,, ,, ., ., ., \~~~ ~~~~ ~ , \ ~ ~ ~~ --h L~ -7 ( ~ .,,.._ /µ,_ ~?~ ( · <-...,b ;- ~ .j- """'\ .,,;_&-..,.. _ " l ~~ -~ -e.;_., ,._.__tu:~~ 7~~~~ - ~~ ~~~~ ~~$"~ ~ - ~ ~ ~ - - : ; , L~ 70080 fi'ore~rt .Ref;m,n•ce Developmel..t a!.".ld N.anagema:nt 'l'urkey fu1cher II II ,I II ,, ,, ,, ,e II ,, 41 II II ,, .. .de oep AKAN rlegional Forester E'ahrettin ,.u,.--,~rl.T~N Heglonal Fore$"ter Burhanettin ALTUNISLl!;H A~st0 Chief Yavuz AYTAC Chi.ef /Forest Ownership II ll II ,, ,, Osman N. CA.KI.a. As5t. Chi ef /Fore~t Ow,.nerahi.9 Cemal DOLA.i Hegirnnal Forester Tevfik J.!;fu\Lr A~:st. Regional ~·orester !!;krem .l!,,till.ri:i,'-1 Asst& rlegional forestry Omer .Le OriNclCOL Asst,. Chief/ Statisi';,ic5 11ebmet .iil.LCI11!.li.:it .forest Inspector ii ., ., " II ,, ,, II " ,, 660 68 , 70. -710 75. (Mr & ~ 1'1rs. George F. Christensen = TeClhn:t cal Leader i"lr., Onal Sarac and Mi·. Kemal Melek = Interpreters) Joseph K. KAFEri.O Veterinary Asst. John Ho KI1tUNDA Banker' Cung dinh THANH Assto LeGturer Shadrick CH.ci'1.Bi Tx-ainee Manager 70011 Sw:tne rlusbandcy Uganda rluggles 700:33 System ?rograms-Banks " 'fl"logannam 70243 Manageiaent Analysis \fietnam 70002 Management 1"1eat Industry :i.ambia .tiuggles {~ . d--o-..Jt~ ~~ 1 ~~ - ~ r / ~ (J~ . -, . I· ~ ~ u..u ~ 'D-i ~____,_:_ ~ . /" ,,-vv-- . ~~ ~ 6-., . ~ ~ ~ ~~~ ~ ~ ~ ~ ) ~ ? -vw-o ~J ' jhu._r'.-{~ ~}~ ~~ - ( ~ - e>f?-A c:c12J-~ ~ ) - ~ A~ L ~~ < ; "1~ U\ ~~-z ~~~ f '< - . , A--- ~~ , ~1 s I ~ ~i--~ \~½ , l~ r-1 - Z>~~~ ~ . __ ~) • - 76 ,. 77 0 730 -6"" Joseph J,, AKUE Pro.fessor Ma1•tln K,, DZAH Student 6666019 Mechanical Ergo 6666018 Mechanical f.ngineering Togo Togo LMog.annam Swain * Delice M,., CHILENGI Comm,, Devr Asstc, 70024 Ii Zambla Southerland 79n ft Elizabeth L,, HANG 90MBE Comm~ Dev,. Assto 80n 81 * Crescentia F,, MASIYE Col!ID'ln Dev., Asst~ * Eleanor H_, MBALALA Commo Devo Assto 82.., tr Harriet MWILA Commo Dev,, Asst, 83,, - 840 85., ff Grace NYAMHE Commo Devo Asst" * Josephine K,., MULIFE Commo Devn Asstn ,II: Elizabeth MULOMBA Commo Deva Asstc. II II " II " II II II II II 60026 II II If (Mrs., Marie Helmboldt - Technical I.eader) II II " II II " II " n JV II " " II .. .;). , F~ ~ ~ ~ ~r~ . (;,...>-<._ ~ 1;--e-vC C2--- ~~~~ ~-~ - ' 9-- )W- ~ '-1 , •'o~ -~ {/ ~ ~ ~ i J71 . . .S _ -~u - - 'Z . . ~ ~ ~ a:.-~·~~ ~ , f t .,,,_,;._,__ n...,_ ~ I ~cJ2---r? ~--e.,i!.,) ~ /'b-.s;_y L°'--~ ~ -~ ~ (L ~,._,,c ~~? °l) ~ ~ ~ ~~o-./\ ~ > ... ----------------- ~ ~ ~ ~ ' 6~ - ~ tr, ~ 9.) '-' ,IVY\ Yvi._~ ~ ,, C1-v---- /. ~~ - ~ ~ ~ w-tY2--. ~~ ! (J~ A-? ~ ct.~ /L,__,-,,..ST ~ ; a) • ~ v.L ~ . ~•~~ (!__,c/Y'-~ 0---.-, ; c,_Q_Q__ .'1' ___ , , ·:- ~ ~ ~~ 2, . ~ ~ ~~c.v{\/'-,-, ~ I ~ C~ ~~ ~ t--.... ~ 3_ /JJ~i) ~ ~~~ (5U /Jv'- /tu_ ~ LE; DRIEF BIOLOGICAL DATA ON STAFF Seminar on Co111nunication No. 259 July 2-8, 1967 Lawrence E. Sa1i>a~, Chainnan, MSU/AID Communication Semi.nars Born in Dresden, Ohio~ lh•. Sarbaugh received the B.S. in Agricultural Education from Ohio State University, and the M.S. in Journalism and Communication from the University of Illinois and the Ph.D. from Michigan State University. He has taught vocational agriculture, agrlcultural In addition to his work as a county journalism and canmunication studies. agent and asslstant extension editor, Dr. Sarbaugh has been a Publications Research Specialist for the U. S. Department of Ag:riiculture in Washington, D.C. · Dr. Sarbaugh is a member of Phi Eta Sigma; Gamia Sigma Delta; the Association for Education in Journalism, National Society for Study of Communication; the American Sociological Association; the Industrial Relations Research Association; and the American Association for Agricultural College Editors, having served as chairman of its Research Conniittee. H. Stuart Hawkins, Resident Coordinator, MSU/AID C·tnnnmication Seminars Born in Mt. Gambier, South Australia, Mr. Hawkins received his Honof'S degree ln Agricultural Science from the University of Adelaide in 1957 and his M.A,. in Communication from Michigan State University in 1965. Fl'Clll 1958 to 1960 he conducted pasture research on the Bovril Estates in Argentina. On his return to Australia he joined the Commonwealth Scientific & Industr•ial Research Organization in Melbourne ,1s a se1ientific liaison officer. His duties included the interpretation of agricultural and fisheries research results, their diffusion to extension workers and In fishermen, and the organization of national scientific conferences. addition he instituted a series of lectures in communication theory for graduate students in agricultural extension at the University of Melbourne. L. Edgar Crane, Associate Professor and Director, Research Program in Market.ing CommW1fcaT.ion, University of Notre Dame Born in Hastings, Minnesota, Dr. Crane received his Bachelor's Degree in Journalism fran the Universi_ty of Minnesota, his Master's Degree in Economics fran Iowa State University and his Ph.D. in Hass Communications Research from Stanford University. -2- Before joining the faculty at Notre Dame, Dr. Crane spent several years reporting and copy editing for the Minneapolis Tribune and was assistant editor of the Iowa Farm Economist. He has also had experience in the field of public relations having worked in that capacity for the American Friends Service Committee (Quakers). Dr. Crane has been a member of the faculties of the University of Iowa, Minnesota, North Carolina, and Michigan State. His teaching and research at Notre Dame center aro\llld his special field of interest~-household decision-making. Dr. Crane is a member of the American Psychological Association, the American Economic Association, the American Marketing Association, the American Sociological Association, the Association for Education in Journalism, and the American Association for Public Opinio~ Research. Howard M. Rebach, Michigan State University Bom in New York City, Mr. Rebach received his B.A. in History and his M.A. in Speech at the University of Maryland. Presently he is working toward his doctoral degree in the CommWlication Department at Michigan State University. Mr. Rebach has taught speech Prince George's Community College. is Interpersonal Influence Process. of America. at the University of Maryland, and His special field of interest He is a member of the Speech Association William J. Wasmuth, Associate Professor and Extension Teaching Specialist, School of Industrial and Labor Relations, Comell University, Ithaca, New York Bom in St. Louis, Missouri, Dr. Wasmuth received his B.S. in Aeronautical Engineering from Jefferson College, his H.B.A. from Washington University, and D.B.A. from Indiana University. His prior experience includes: management consultant; assistant to the President of Freund Baking Company, St. Louis Missouri; and management spe~alist for Headquarters Air Training Command, Scott A.F.B., Illinois. Professor Wasmuth has done research in a variety of small bu.-;iness and is the joint author of Effective Hiring in Small Business Organi ation, all Business Organizations. H has completed for and Enip~ e Training in publlcaton a manuscript, Dilemmas of Gr-owth: Personnel and Small Business. Dr. Wasmuth is project director of a f derally supported research ~rant (Dept . of HEW) concerned with the organization and administration of sheltered workshops which employ handicapped individuals. BIOGRAPHICAL DATA ON STAFF Seminar on Communication No. 288 Gordon L. Thomas, Professor of Communication, 1'.lchlgan State University. Born in Kent, England, Dr. Thomas :received his B" 1\ . f:rom Albion College in Political Science and English, his M.A .. from Michigan St.ate University in Speech, and his Ph.D. :f1"0ffl Northwestern Univ~rsity al!lo in Speech. Dro Thomas is a member of the Speech Association of America t Central States Speech Association of America, and Delta Sigma F.ho. In addition to all his duties on campus, Oro Thomas finds time to be the MayOl' of the City of East Lansing, Michigan.. His H.,nor is especially inter~ ested in the history of public speaking, interpersonal communication -- and of course -- civic affairs! 0 s • Research Ass istan·t ~ Department of Communication, Michigan • Bor.n in Ouebec, Canada, Mr. Beatty received his BcA. 1n philosophy and education in 1965 at the University of Toronto and his M.A. in Communication in 1968 at Michigan State Univeraityft Before coming to Michigan State• Mr. Beatty was a volunteer for UNRWA 11 Leader- ship T1 .. ainS.ng Program and an assistant to the World Sel"Yice Sec.tary of the National Council of YMCA's of Canada. His special field of interest le cross-cultural communications. c, ggina , ~.esearch Assistant, t-·:ichigan State Univereity. Bom in Honolulu, Hawaii, Mrc Cogg.tns, grew up in ManC'.huria, France and the United States. He received his B.A. in psychology and Anth?'Opology from California State at Sacramento. Re~ently he worked for two years in a rural Bolivian Ayma a Indian Village as a cOIIIIDUnity development worker for the Peace corps. aistant with th Department of Ccmmunicadon~ He is presently at Michigan S ate Onive si Yo Ula special intt)Nlsts include c:-osa-cultur l communication and intema'tional development. research i/ /, - George H. Fathaue1:i ~ Professor of Sociology and Anthropology,. Miami 1.Jr.tiversity » Oxford , Ohio. Originally from Cleveland 9 Ohio, Dr. Fathauer received his B.A. from Mlami Unlve?'Sity and both his M~A. and Ph.D. fl:'om the University of Chicagoe In addition to his teaching, he has cl.one considerable field :t-esearch with the Mohave Indians and other Indians of the Southwest. As indicatied by this re search, Dr. Fathauer's special fields of interest include American Indians as well as social orga.~ization. A member of Phi Be~a Kappa and Sigma Xi, he is a Fellow of the American Anthropological Association and the American Sociological Association. Cur rently he is teaching a course in "Intercultural Relations" designed to help AmeI'!cans such as Peace Corps students who are going overseas~ Also of inter est is his article found in the book, Matrilineal Kinship. ... - ------- David Schn~ling 2 Administrative Officer, MSU/AID Diffusion Project; Admin !stI'atlve Assistant, Department of Communication, r~ichigan State University. One of the newest members of the Depm:-tment of Communication faculty is Administrative Assistant David Schmeling. he :ls closely associated with the AID Diffusion Project. In addition to departmental work, Born in Rockford, Illinois, Mra Schmeling attended Coe College in Cedar Rapids, Iowa, and Michigan State University before entering the United States Marine In 1962, he returned to Michigan State University where he Corps in 1958. received his B.A. (1964) in televisi<>n and radio with a minor in sociology. His M.A. in television and radio will be received in 1967 from Michigan State& MI'@ Schmellng has considerable experience in radio broadcasting, having worked at stations in Lansing and Jacksonll IU.chigan,, and Rockford, Illinois. His varying positions ha.ve included radio mmouncer, news director, continuity In addition, Mr. director and production managez,, and pl'omotion diriector. Schmeling has been a production assistant at WHSB television. Mr~ Schmeling is the recipient of tho 19611- "Outs·tand.ing Student Award" from the Departrnent of Television and Radio, is a certified opet'ator in International Morse Code., and has had past contact with the Far East through over fourteen months of military serviee. ~ d E. Wilson, R<.?,search assistant I Michigan State University. Mr. Wilson received his B.A. in Journalism in 1953 from the University of Minnesota. He is presently working ,,n his Ph. D. in Communication at Michigan State. Mr. Wilson was Technical Director and Assistant Manager of the International Research Associates, S~ A. de C. V. in Mexico City in 1966 and Technical Director, Marco Sur.•·vays Ltd. (East Afl'ica) and Technical Director, Market Resea?'ch (Niget'ia) I:.td~ in 1964 ~ He has taught short C()Urses ir., marketing r-eseax-ch and survey research at universities in Mexico and Nigeria. Mr. Wilson is a member of Sigma Delta Chl, a pt•ofessional journali.sm fraternity; the American Mat1keting Association; ,md is a founding member and past secreta.ry of the Association Mexicana de Merca1lotecniao _.,, H. S u.!r:f Ha·,kin~~ Campus Coordinator, MSJJ/AID Canmunication Semlnars. Bom in Ht. Gambier, South Australia. Mr. Hawkins received his Hono:rs degree in Agricultural Science from the University of Adelaide in 1957 and his M.A. in Communication from Michigan State University in 1965. From 1958 to 1960, he conducted pasture research on the Bovril Estates in Argerrtina. On his retul"D to Australla he joined the Commonwealth Scientific & Industrial Research Organization in Melbourne as a ~,cientific liaison off.teer. In addition he instituted a series of lectures in comtnunication theory for graduate students in agricultural extension at the University of Melbourne. During 1966-67 he served as Resident Cordinator of the Communication Seminars. A mernb r of the Australian Institute of Agricultural Science and the National Socie'ty :for the Study of Communication. Mr. Hawkins ls curI-ently completing hi doc OX'llte in COTlfflun c tion at Michigan State. Iw o Lh "no 1 Professor of Anthl'Opology, Michigan State Un5.veNityo Born in San Di go. C lifornia, Dr. I hino received the Ph.D. in Social Anthropology in 1954 fro Harvard Onivers!ty. His previous experience includes Public Opini on and Soc ological Resear>ch Divis.i.on, Allied Occupation of Japan; ent of Sociology and Anthropology, Ohlo State Univenity; Fulbright Lec- p turer1 Un v 1rsity of Tokyo; Univ rsity of Ryukyus, MSU Gl'Oup i\'l Okinawa. Dr. Ishino is a member of the American Anthropological Association, American Association for the Advancement of Science and American Sociological Association. His special fieJ.d of ir1tereat is culture change. Gor.don WhitinK, Assistant Progessor of Speech, Unive~sity of Wisconsin. Born in Provo, Utah, Dr .. Whiting rece.ived the B.A. in Speech from the University of Hinneso· a an M.A. in Speech n-an the University of Utah 9 and a Ph.D. from Michigan State University. He spent 18 months in Brazil directing research on. the diffusion of innovation in rur Minas Gerais. His fields of interest aN: International Communication and communicat .on theory. KSU/AID COMMUNICATION SEMIHAR 41288 - SMALL GROUP LIST •· ~ YLJ,Jofllon ~om@ l)Afgh~nbtu /A. Pt- :tv..o\'\~~ Mohmaed E Isabella Hantov nil) Bw zil Mias Irfe caa&rgo 9 Brazil Tia.n Ho Chhoq 0 C Guru Tarka!') Ethopia So lelaoa J c. Go Cb1lindm 0 Mal Akhlaque Ho Kui 8 Pakietan IU.as Yudhat Mia~ Suhendan A1:aeoy" Turk11y odi& jono Soedargo 9 lndon mia i 1a Cbo it :o Tba.i.land ~ ~lwct I_ah!,J!9,, Group 5 e A.;LJa __ ,!m,. Gilb R"to W o 4 Alaeid&o Bru,il Ruy F o Da SilTa 9 Brazil Kong Sam Ul 11 Cambodia Alfonso Curo!ol) Colcabia Miss Al•itu liom.&io d.e S o Qb ed Ao M d ri1> Afgliami tu ~~, ?t"."-"'-1 ~cA. ~ Cu r RmliNZ\l) Coloaabia P.sulo Morna, Brazil £:Uaa Mo To Awa, C._.ll'CIIOD M',\~ .S.fi;t_ - ~5c.u.,,, c..t..lU,a.z Uo Abmiad 11 Pakiatan ·1nm 0 BN1Zil _ 11,\i.f, ,. ~ &s,( . . . Mabeaha K•t•••• Etbiopi& Chuag Duk Ki'llg Korea . · Mias Chcwa e Apl'®t Thail,ad San Puaqpinyol) Thailand ffiaa Traxa ToTo Minh,, Vietnaa ~ Hai.lye Abe il Eth1op1 .: surJy~ Sc.A· llrlMi I\. . . M,. Rafik Mo Labhaa, Jol'dan '---..., S ,. Ao Ad ------ Mu ikin:lut1 Miga---ia Si, -,~' 1/ ' f &I' Ali Ql!r hi., Pakistan - Ai 66 .l ~ < (t'I.S. M,f10: U SC!.J Mbm Ancna H · ndrai, Thailand M; ~AAl-: r P,,,J, /.h.Q1. 9::rou.§--1\) ... ~vid Sc)l ll~, Suat Z o Go:nenc, Twttk y J "' M. cJ,.. ~-/~ ~"'"'--Y vt.Qi\ 1\1\'J'v J~ ' ' - o • • . • • ' Ao Gfiizrfiho 0 Bl'uil ~ · i ~"' \ :<1;:. Gi'OUp S,, G9_~..9P .•. JfhJ,:t;!,,R& - - Abdul Ro Yaairo Afghanistan- 9 )s• )'-,clJJ •C. Wl&diaJ,r Ao Puginae B:t-uil l>u Thanh Ty 9 Ouabodia Soloaon Io Bay.f.H II Ca11H1'0011a Z•lleke Asfa., Ethipia Jung Koo LH. lCoNa Mias Rachel Al cael.u., Nigeria ,uia O o Honterott Panuwa Mlmo Rampai Sa Ha-ayuthya 9 '!'hail.and Miss Psriban Korkut 9 T\arkey ~ .... iL!,.i.J~~-J !~ di& Lyolll'go do Ro Bo Allloid&~ Brazil Evmcll'o Ao dos S&Dtoe 9 Bl'Oil Chs Y ag 9 C AE~Gla CU'IIOD& Martinez. Chile Mudda Jateny O Ethiopia Seung Po Chwae • lCoNa 8-uel Oo Ata 9 lli&er!a Yoa11uck Alm . y O Thailand Mias Pian Poouuwan., Tbailaaul l Tataroglu 1 Tln'key Ed1.laN'lo Mo Suplicyi!I Brasil S• Or Deng" Cubodia Rafael Ao H lll'iqu•z-1 Dolao Republic "' ",;,, .'. ,) i ,-~7<'"l' Taduse M ng ahail Ethiopia Yo n1 Yoon,, Kora Abdus So Gill~ Pakistan tr Ari» Thailand Wonga Mias Ra an S kh vanij ii Thailand Huymi V .. Hbieu,. Vietr.aa Gro)!I! ... !» ~ohp c~ Aluyaio Guiaara 9 Ir il ildb rge 9 Brazil lJ.Q Uch Thoeun ~ Caboclla Albel"to Fo RubiotJ Jl'a~Pu Ch ndr Ko Gupta 9 Inc:lia J •• Kwon Liub • lCor•• Abd.Ul Mo Huhai, Pakiate · Yukongo S1100tra W napongs n Thailand Joa sautena 0 Brazil 0hadcbawan9 Tbailancl ~Up 9 D Gc~Lf:~I\.U!£_ Dth Cabodia o Lo'QW llt'Oe, Brazil ~ liClllNIU1.M& Afiulo Niguel Ao Vaneg Mao Ch Mias Martha Moir Ot9 9 Ecuador · Sz-inivuu R Suuel Womor., Liberia Ao Z., Hooral I11lm11> Pakiet&D l(GMl Alpan, Turkey urthyi Illd!a BUILDING A WORLD CULTURE Thesis, BIU.lding a world culture and building a world oommuni t7 are not the eame tb1ng. l) "world Community• means tbe same lan age, religion. a institutions, sue teobnOlogt.oal praot1ae••••• in abort, HOMOGENIZATION. Building a "world oulture 11 ••nm a l) t.arning one's local language aa well • another language to oommuni.cate W1tb other people. 2) :t.arning general prinoiplea or 11oie11ae, bit eaoti aommunit7 mut decide how ~ the soienoe 1• to be uaed or expna•d• • nutri. tlou• diet ba ad on soienae oan be expNaaed in many way-s. (tood may be oooked 1n ny ys , proteina oan be obtained from UJ>7 ditferant aouroe1). J) Y.d•II tbJI k. tnrttmna, ■ )• rfl11prri,r. In world culture tbe aim ia to establish common value■, but not comon 1nat1tutions. • altb ia value, but medioal praotioes and hospital arrange nta, clinic•, etc• u.7 be arranged under a wide variet7 or 1nat1tutional &l"Z'&ngement,. • t.be elimination ot ignorance may be a value, but aobools and univenities may- bit arranged wttatv under a wid8 variety of pattern t.o express this 'baeio world oulture value ot 11ellm1nat1ng ignorance. " • the elind.nation ot poverty also •7 be a wvrld oUture item, b.lt it uy- be done & under a wide varlet,. of instituti onal arrangement.a. • the d. e ■peu.sing of le1s\U"8 ancl reore tion •T be a world alltun valve, bu.tit may be nw11ber- ot institutional arran ent1, ti1f1ed in a diiv rft :sl-L'\A_~ . ~V\; . f y L,V-~,{--{~ ~ ()\.k-~ 1:::> / s ~ S,<::a: ~ !A C ~ ~ i)J-f: e~ v ' • ,..) ~ ) . \ c , ~ ~ ,-d ~.s ~ - -r 8-o ~ ~~~ _< ~~ ~-~ ouh•-o 9--o .- ~r-o - I~~·· CJL..,,c~ \ :.'\ (? (' -- (' I C I I I l.J.J . \ ,I ( 1\1 W'ilsc,v.._ JO~"---~'\'\'"'- 0 ' i .. ·1 .J ,v-,. <;:'I ' ,.·), . Q ~ , ,,.J .:::-... 1"1 ~ ,,t I I. j I .... - ..1- " • ,_ (} Fo11 1oil ,1 vit: · .e. T /)\ I ) 1 'rr ,., • f ' ,. ~J~-1.A& s- ~ - . l ~ . (i J1,~ · l ( • 1 _. ~,-U.---:i--;~1, ~ I C')..._1.J L I . ...L- • EIU:EF .BlOGRAPHICAI-, DATA ON S'J:'Ak"F t r tm1:>11.t of. .A ~ l >cd his ~ l1 i:· ti (I hb w been a tu A n lt.u1· l. nt n f ntfoo r.i.icll'tg.an jo r. r l~ s~nt ch 1d ( Ed uc ti 11 f 1oni t he Uni S e Univer lsrn a nd e Bo . n n Drcaden 31 S o He 0 11 s l at nt cxtenalon • · $ ~ cial iH for the Uti ' • th.·o Sarbau.gh :ls s m ber of !:he Nstional Society for the Study of ~- cation; and the American Sociologkal Ass bti.on. .uni Dant.el F. . C otel lo Asehtant Ininrw:tor!) D ar ent ;'°'unh:ar;-"ty:11 luls Jut'it accepted~ p.oit1011 ae Kichlga S t in Journalism and Communication at the Univernity of · uii:aU.on., o.t Prof euor Born in Dayton, Ohio, Mru Costello received his B"S. in Commerce an~ Adtnin- lUe 11t:udyi.ng; isti·stion and his MoA,., in Journ,slisui from Ohio Statll! Ur iv,21·sityo for his M.,Ao in Jot.trMlism. he wol'.'ked ~• Bueiueso Manti er of the hfo State Daily l..antern. Forte past thre sible influ n e of th conetructi g r11es ages everyday decision-making and comprehension of ,eople rear. ~ H ~ Cos tello haa be o At presentg be es med c:owbinationa (,f h v Tiou n doing li"esearch on the poi$~ i R dying the f!ffeet• s~ ge ele2m@nts on the in mase m~Ln aud:ienceii o Mr,. Costello is a menber of Al1,h, Delta Si profe!lsicmal ..advP.rt!.sing fruternity and thr. Aesoci~tion for d ·cat1on in JourMlism. Kr. 'W:Uson rer:.eived hf.a Bo.tL 1.ll JouruUn: 112 19.5:3 ft'{) the UkliV.!!t'sicy of Minnesot unicationo Kr~ CUUW1:f.ngo 18 a mem.be1· of Pi lf.cppa Delta.,P@rensic Society; A lpba 1/Appa Sigma, Honor Socb:t),; and Sigma Del.ta Chi• Professional Jourrwil1S1111. Society .. I • ~ syt.a.!i ~ & ; .~~ ., OutJ.Lrn for ICA . 1I·:ratr.:i.n~ Pror;ram I NTERPERSONAL COI-I1'1UHIC .,\~L'ION SEQUENCE (Halbert E. Gulley) :Juring the two hour JJeriod from 1: OC to 3: OC on Wednesday, the instructor's objective will be to give participants additional insights into the 9rocesscs involved in interpersonal comnrnnicationa The method will consist primarily of lecture, made more palatable by visu-ll aids, Hith nome feedback from participants whenever it is possible to cull for brief discussion of S£ecific questions. By interpersonal communication, we meun s:)ont;aneous inter change of talk betueen t;,rn .9orsons or umong a f cw l)ersons in a small gro:1s"?, t•rhere the communicator cay be interrupted, become u listen.er, and then resume his communication, and so on and on .. Thus t m1 interview calls for interpersonal co:J:D.unic.J.tion; so ' does an. extenject to be talked about, so that he ls thoroughly pr·epared to speak B. He must develop speakin3 skills Sea sugrsested Visual #1 1. He must; have the ability •;jo speak so that he will be understood; the l ana;u- _age he _1,1.~es must _ be cl~a:c- o.nd pr~cise;-- -;) his voice usage, gestures, and facial expressions must contributo to rather than distract trom the communication 4 o:i: L'.f; mcard.ng., 2 o He mus·t speak in such a way that he will not be misinterpreted; he must not suggest unintended coJ1notations by unfortunate ·word choic13s; his voice usage and bodily action must be consistent with the wo:.c-ds he uses and the meanings he is trying to communicate. 3o He must have the ability ·i;o express complex ideas clearly and efficiently; to rephrase ideas which are unclear; to summarize briefly a complex con cept. C.. IIei must de"'irelop some special abilities,' such as: 1. The ability to be obj0ctive; i.e., to consider the merit of ideas apart from his biases aiid his special interests, and th.0 ideas of others apart from his feelings toward the other persons who express those ideas 2o The ability to be tactful~ i.e., to disagree with others without condemn ing them; to iuprove on an idea with out antagonizing t;he idea t, s author; to say 11 no" without making an enemy~ III" Spontaneous ini;eraction in the inte:r·personal communication situation incrce.ses t he importance of some other variables; the communicator must understand:: A. The nature 0£ the situation lo The pui--pose of meeting together 2o Relationship of the subject for dis cussion 'GO ·the :participants a. b. In terms of their involvement in the subject; and In terms of the amount of informa- tion they have on the subject The possible objectives desired as out comes of the communication situation a. The most likely objective is to reach a high quality decision See suggested Visual #2 5 ( or if the discussion is for en• lightenmen rather than problem solving, ·t;hen the product is under standing rather than decision) b. An objective usually desired is to win commitment to the decision; i.e., to have persons satisfied enough with the decision (or if the discussion is for enlightenment, the objective is to achieve satis faction with the understanding gained) c. A third possible objective is to maintain the group as a group; i.e., to achieve sufficient harmony among members to prevent disruption or dissolution of the group B. The nature of communicative interaction; i. e , the pattern uring the discussion of who says 1.,1hat t o whom. Each communicator should b e S:W-are or:- See source #1 1.. Which person(s) talks most, which least note that three of the vari ables which help determine the interaction pattern are disCUSDed next: socio-metric structure power relationships, and group size See Source #5 2. What kinds of messages each person is initiating; whether the statements a.re: . ( a. Positive reactions, supporting and agreeing \·ri th others b. Attempted answers, to Give inf'or mation, clarify c. Q,uestions, to seek information, understanding d. Negative reactions, disagreeing, showing antagonism 3. Person(s) to ffhom communications are being directed c. The influence of sociometric structure; i.e., the extent to which members like each other We communicate more easily to person(s) we like and who like us We listen more easily to person(s) we like and who like us We are more l ikely to influence per son(s) who lik us w·e are more likely to be influenced by 2. 4,. see source #2 person(s) we like Do The inf luence of power relation.ships; i.e., t he influence on others of the power posi t i ons held by members of the group. (Power is of two kinds: prestige which results influence over in potentiality to exert others due to positions held •·- the boss , the Pre sident of the company, etc; and prestige which is earned during inter action with others through being well in formed , having ability to clB.rify complex concep·l:is ., demonstrating e.ptitude .for creative and construc·ti ve thinking• and so on. ) 1 . Per son(s) high in power comm:unica-t;e mor e ·than do lows. 2 .. Per son(s) high in power melte more 5.n. .fluenee attempts than do l ows 3o Per son(s) high in power a:r.e more likely to be successful in influencing others than a.re lows E. The inf'luence of the size of the group ; 1.e .. , ·che num.b·er of persons present and ·tallcing together See source #3 1. The .fe\"rer the communicators, the m.ore opportunities es.ch has to t a lk 2o The .fewer the communicators, the more influence each has on the outcome 3. The f ewer the communicators, the more sa:t i sfied each will ·be with the out come IV. In addition to all these matters, on some oc casions the commu.nica.tor will be the designated leader of a oma ll-group discussion, such as a In such an interper committee or conference. sonal communication situation, the communicator should be a.ware of some special problems. A. The designated leader should ~uide the ~oup from ques tion to decision by following a systematic po.ttern, or· outline 1 . One such p~t.r.ern begins with a defini tion of t h.O .l,P.;:'.'.Oblem, procueds to ana lyze the nature of t ho situution, See source ,~ moves to a discussion of the cri teria by which any solution must be evaluated, and finally considers what policy should be agreed upon to solve the problem~ 7 See Visual t/3 2~ A simpler pattern is to ask: (a) what is the problem facing us? (b) What should we do about it? 3,. The ·type of pattern the leader fol- 10'1:Ts is not so important as the :r act that he follow systematically some kind of pattern 4o The pattern should be only a general guide which helps the group move in the right direction--toward consensus on a decision--but it should not be a ri 6id strait jacket which the leader insists upon with a dictatorial hand~ See Visual #'+ Bo Tb.e deoignated leader should encourage participation by everyone, if this is possible See Source //-6 1 .. The quality of the outcome will be im proved if everyone contributes to it, if we assum~ that group effort is ~ore productive than individual effort 2~ Each person may have some unique pieces of informat:i.on to contribute for the enlightenment of all 3o Additional participation otimulates other persons and the speuker himself to think o:f ideas which would not have been thought o:f without such stimula tion 4. Encouraging wide participation t-Till help bring to light each Ilerson' s real :feelings, hidden purposes, and latent hostilities; bringinz them into ·the open will help to resolve the disagree ments they harbor 5o Persons who contribute to the decision through talk will more likely be com mitted to that decision, and hence help to put it into effect 6 . Wide participation will help to mainto.i the group as a group, since increased interaction seems to increase co hesiveness .. Q 8 PRACTICE AND APPLICATION In the period from 3:15 to 5:00 on Wednesday, participants in small groups will practice making applications of the theory just presented, in order to get student involvement. It might be desirable to divide the available time bet·ween two activities: 1. Ask participants to discuss the applications to their hone situations or what they have just heard. What, if any, portions of this theory will be inapplicable? For example, are there small--,group meetings in which members assemble to be told something, without opportunity for interaction and wide participation? In what ways will this theory o.f interpersonal communications be nost helpful'? 2., Then the easiest activity to utilize, in order to demonstrate some o.f the _principles discussed, is one in which the relationship among group size, wide participation, and reac·bion to and satisfaction with the discussion are demonstratedo Give the group a simple problem for discussion.a Note the communication patterno Then sub-divide ·the group into buzz groups of three or four persons. Assign sub-groups a limited. aspect of the problem. Keep track of the interaction. Then go back into general session an4 discuss what hap~ened. Ask if there was more ·communication in the sub-groups, more satisfaction with the discussion. .... SOURCES Cl ., L, 2. 3,. Bales, H.F., Inter ction Process Analysis, Cambridge: Addison~WesleYt-r9"5!"';IToe;er t-1. IIeyns and Ronald Lippitt, "Systematic Observational Techniques," in Handbook 0£ Soci a l P~tJ holoe;i , Cambridge: Addison-Wes ley, 1954 - '{'Gaj_,aiier i ndzey, editor). Car·jj·wright, Dorwin, and Alvin Zander, ~rtuR p:yn.amies : Research and Theor~1 Evanston: Row, .i:e crson and Company, °f9:r3;ciiapi; era ~9- 2 . _!lli., Chapter 34. Dewey, John , How We Think , Revised I!}dition, New York: D. c. Heath and o., 1°953, PP• 102-118. Lindzey, Gardner and IDdgn.r F. Borga.tta, "Sociometric Measurement , " in Handbook 2.£. Socia]; Psychology, E.E.. ~ . , pp. 405-48. Cartwright and Zander 9 .2J2• ill•, Chapters 7, 8, 15. . 6. 10 SUGGESTED VISUALS sue;ge st using flannelgraph and putting these key concepts up one at a time; or use large sheet of paper on flip-over st and with words printed in large lett ers (preferable to cover up words not yet introduced until mentioned by instructor)~· PR:];p.r..ng THOROUGHLY SP::~il.K SKILLFULLY BE OBJ~C'l'IV:G BZ TACTFUL 2G Same as (1) above!) for these words: Objecti.ves: HIG-H r~Ui~LITY DECISION COMMITI1ENT GROUP Il:\.INT 8NANCE It ·would be better if an artis·t could design a drawing v.thich would pictorialize these three concepts; my artistic -talents are too limited to allow me to visuali ze them :ln schematic form(J 3a Sorae as (1) above, for steps in pattern: DEJ?INE AIJALYZE SOLU'rIOHS 4-.. J:repare a drawing resembling a road 1;1.ap; shmr various :rou·t;es for reachinc:5 destination from a beginning point. Draw a. line which is not strai~ht but which moves from beginning point to destination with a minimum of deviation fr om straight line., This can represent schematically the wa:y i n whi ch an outline guides the group in the ri(3ht gcnoral direction ·without becomine; a strait jacket. THE INDUCTIVE .APPROACH LEARNING METHODS With politics, religion, or women, it is not always our motives, but the we take, that makes the difference between success or failure. is often not so much the instructor's mastery of the subject matter, but his method of presenting it, that results in the best learning by the student. To be success ful, he must employ an approach to the students and to the subject matter which, through a natural and continuing motivation, helps the students to grasp and retain the material presented. such an approach. and, as a result, not frequently enough used. It is not revolutionary or unique, but it is not well understood, In the discourse to follow, we hope to define and develop In teaching, too, it Let us consider ,some examples first. When you went to high school, your tenth grade English class probably started out something like this:, For the first two weeks you had a review of grammar - nouns, verbs, participles, gerunds, etc. Then you went on to writing themes. You read about and were told about expository themes,. narratives, descriptions, character studies and the like, Then, after you had been glven the general principles of how to do it, you were asked to write on such topics as - 11How to Throw a Curve 11 - "What I Did Last Summer" - or 11My Favorite Uncle." Contrast this approach 111ith one used by a teacher in Muncie I Indiana, First she had the class r~ad a few short stories, all of which developed the one theme - 11 Am I My Brother• s Keeper?". Then she had the class discuss the question. They became quite interested and argumentative. They even read some outside opinion on it. Soon there wasn 1 t enough time in class for them all to be heard. So she suggested that they write their conclusions and submit them. As she looked over their papers, she pointed out such things as: "See - in this sentence you have forty-five words. That I s pretty long. Try to break it down into two or three sentences." "Here you have a sinf,le subject c.nd a plural pred'icate. See if you can fix that. 11 As a result of this exercise and one or two others introduced the same w~.y, the students asked one day if they could have a refresher on grammar. "Would you like to stop and take a week or two ior a review of grammar? 11 she asked. "Yes," was the almost unanimous opinion. Do you see the difference in approach? Let I a try to make it clearer by another example. When I taught trigonometry in high school, I started out the class by showing I expleined rotation about a point. Then I gave the definitions of a circle. angles, of radians, of degrees. Later I defined the different trigonometric functions, with attention to their signs in different quadrants. We had some drill on the names and the meanings of these functions. After about a week, we got into solving right triangles, and it was another day or so before we applied this knowledge to tho solution of practical problems from surveying and mechanics. .. -2- • If I were to teach it again, I beliove I should start out something lik6 this: "Have you ever noticed the flag pole out front? How high is it? How could we find out? 11 I'd let them make their suggestions about climbing the pole with a rope around thd waist, or measuring the flag rope, etc., and then auggest: 11 If we measured a distance from the foot of the pole to a convenient point, and then measured the angle at that point between the top of the ~lag pole and the bottom, could we· find the height? How? 11 If possible, with a sextant, transit, or clinometer, we'd measure the angle. Then we'd try a solution by similar triangles, constructing one to scale on paper. From there it is only a step to show that all right triangles having the same acute angle nre sirnil~r to all others,. Thus-·tha" ratio .of their .various sides to each other will always be the same. If we should figure out the values of these ratios and put them down in a table, we wouldn't have to go through a construction problem every time we had a field problem, We could just use our prepared table. Then we could all be surprised together to learn that someone had already made these tables for us, and all we need do is use them. From there we would generalize still further and try to see the "why" of the trigonometric functions and of angular measurement. One of our company's consultants was recently asked to assist in developing a course for training foremen. salary workers, and put them through a course which would equip them to take over a foremen's job. The problem was: how to develop the course. It was desired to select some hourly-rated and graded • Our consultant (let's call him Joe) gave the matter considerable thought. He talked to a couple of friends 111ho had been successful foremen. He asked what were the things that a foreman needed to know. The answers were something like this: A foreman must know how to get along with people. He has to treat people with courtesy and respect, A foreman must know his people, what they can do, and what they can't. A foreman must know his machines, what they can do, how to adjust them, repair them, or get them repaired. A foreman must practice good housekeeping. So Joe developed from this information a program of sessions and some reading material for assignments. He decided that he would devote two sessions to human relations, with a lecture from some Employee Relations man on the fundamentals of the topic, some reading from American Management Association bulletins, and some discussion on the union contract. He would then devote two sessions to the basic machines (time would not permit all to be covered), with a visit to the factory to see them in operation. matics, cost fundamentals, company organization, and time study would round it out. This he felt, while far from being complete, would give the men a good "basic" knowledge to start from • Individual sessions hitting the high spots of shop mathe But then a disquieting note struck Joe. All this seemed faintly familiar. He reflected that this was just like every other course he had taken himself, • and which he was wont to characterize as it 1 and how could he make it different? 11 so much junk", WhR.t was the matter with -J- - So he tried again. He started off by proposing that each stud.ent be asked to bring in a copy of every form - planning cards) that his foreman used: help, warning notices, exclusion hoursvouchers, etc. The first two sessions would be devoted to looking at these forms, discussing the!Il, learning how to fill them out I where to get the information to fill them out, ·when to use them, whom to send them to, and -- what happened to them after they were sent. Supplementary reading in the Works Instruc.tions would be recommended, i.e. every piece of paper (excluding blueprints and scrap tickets. rework tickets, requests for The third session would be devoted to generalizing, on the basis of the first two meetings, a list of the foreman I s responsibilities, and a set of rules or guides for his operation. As an assignment for this class, the men would be instructed to go to their foremen and get their ideas and suggestions, Then Joe went back to his ex-foreman friends. He asked them this time: "What was the toughest problem you had as a foreman? Give me the details. 11 He took notes and wrote up their answers as cases for the students to discuss, Then he used another session to generalize on what they had learned from these cases. As a concluding meeting, he planned to assign a foreman's position des cription to be written by each man, This would be followed by a discussion and critique of these position descriptions, Now here are six examples - or three pairs of examples - illustrating somewhat opposite approaches to a body of subject matter, subject the teacher started out with the general or basic principles and definitions. From there he sought to apply these principles to specific situations. This proceed ing from the general to the specific, we call deductive reasoning, or the deductive .§tpproach. In the first example for each In the second example in each field, we note the.t the teacher started with specific problems or situations, and drew generalizations from them so as to develop ~rinciples. This moving from the specific to the general is called inductive reason ing, or the inductive appro ach, The first examples in each subject, where the deductive approach was used, probably sounded femiliar to you, That is because the Q~ductive method is the natural way to teach, On the other hand, the second example in each area, where the inductive appronch was used, may heve caught your interest a little more, That is because the inductive method is the naturnl way t o~ . Do you believe it? Test it on yourself. How did you learn to do your present job (whether you're a foreman in the factory or a teacher in the public schools)? You ran smack into problems which the books or your predecessor hadn't told you about. So you floundered, csked questions, made mistakes, until you found a solution that worked. After several such problems, you found some common elements in them and began to develop a principle or method of operation. Maybe then you said, "Aha, that's just what old Bill told me, but I didn 1 t realize what he meant, 11 So when you advise the next man on ho,,, to teke over your job, do you pose the same problems to him that you faced and let him find his way as you had to do? ... 4- No -- very commend2bly you want to spare him the time and the pain. You tell him the conclusions you reached, so he can start where you left off. But just like you when you were told, he doesn 1 t realize what those peRrls of wisdom you give him really mean, because they are not tied up with his own experience. When we teach we tend nRturally· to reverse the process of our own learning, by giving the student first our reasoned conclusions, then leading him backward (so far as time permits) to the specific incidents and problems which support those conclusions. sorted out those basic principles frDm a maze of be-clouding issues. and made some sense out of them. So why ·not use them! It seems so much more logical that way! After all, we have But we don't learn that way -- at least not nearly so readily. No doubt you have read many chapters in many textbooks in the course of your own education. Some of those chapters had 1.ue.stions and problems at the end. Have you normally been able to solve the problems at the end of the chapter without turning back into .the chapter to find the rule that applied? principles given in the body of the chapter didn't register well enough for you to take them and use them. (because of your own personal need in seeking the principle, that it took on mean ing for you) • It was only when you became a partner with the author I venture to say not. The general You may be saying at this point: 11Well this sounds good, but is it merely o.n inductive generalization from a few attractive exnmplos, or is there some sound psychological basis for it? 11 Yes, there is a psychological besis for it. Let us consider two graphs, or curves, associated with learning. The first is the standard "Learning Curve", which looks something like this: Quantity of material learned, or skill acq_uired - - I A; curve Time - from start of learning The second is a curv~ of retention of knowledge (often called, a little inaccurately, the "Curve of Forgetting"), and it is almost the inverse of thE "Learning Curve". -5- Q.uantity of knowledge retained Examinntion time ..... Curve -- - Application time -- - - - Time - after finish of learning Now what is our objective in teaching: to incre~se the slope of the learning curve (as in position A) or to increase the slope of the curv8 of retention (i.a. decrease the rate of forgetting) (as in position B)? Unfortunately, it has usually been the former, though often we h~ven 1 t realized it, Wo continually try to impart more and more materiel in the same or less time than we did last year. So we prune, summate, we condense -- we general ize. We have to, in order to get more information across faster. So the students think less and less, and memorize more and more. Now let's look at the curve of retention. Examinations usually come, in point of time, very close to the lefthand margin of the scale, before too much forgetting has taken place. Thus the results of exRminations often lead the teacher into an overly sanguine appraisal of his students' learning. But application comes months or even years after the class is finished, and represents a point on the time scale far to the right. Because then very little is remembered, very little is applied. Should not our objectives in teaching be to raise the level of the curve of retention, so that the knowledge gained is retained Dnd used by the student? Indeed, whet is the purpose of education at all is not to equip the student with knowledge, skills and attitudes that he will retain long enough to use1 If our objective then becomes that of increasing retention so that knowledge gained can be applied, thenwe must understand why some things are retained and others forgotten. What is the basic difference in our learning of those things which we remember, and those which we forget? The psychologists have done considerable research on this question, and they have an answer. They have compared those things which lie under the curve of re tention at its extreme right side with those things which are under the curve at first but which are soon lost. The difference between them lies in the personal reaction the learner makes to the original situation. A fact or experience that has significant persom"l or emotional mee.ning tends to be remembered. A fact or oxperience thnt remains abstract -- that hrs little or no personal importa11ce that excites little interest and/or emotion -- is forgotten rather quickly. The inductive approach is an attempt to apply this sound psychologicnl principle. It seeks to introduce a concept by first presenting a situation where that concept is operative, and where the student can say to himsalf: 11 0h yes, I 1ve been in that kind of jam myself, 11 -or- "That is something I 1ve always wanted to know how to do, 11 -or- 11Thnt Is the kind of ere.ck I could get cnught in any tim8, I 1d curtainly like to know how to handle it • 11 Then the concept, when developed, has flesh and blood features, instead of b~ing a faceless abstraction. Specific problems, not general principles, nre what .0m West Vir1:inia University and her M. S. in Extension Education from Michi~an State Un:,.versity. Miss Jucy has s1n,ved as County Extension Agent - Home Demonstration in Upshur Count.:i-, W. Virginia. She is a member of the following honorary associations : Phi Ups J loa Omicron, Omicron Nu, both Home Economic honorc1.r.ies; and Gannna Sigma Delta, a a1q;ri cul i:ural r onorary. Miss JUf,y' s spec:tal field of interest is international communications. Her father :ls an :1mployee of AID in Community Development (presently in Zambia) and Miss Judy lived with her parents when they worked in E. Pakistan, India and Korea. ~. Gor am Lane, P1,ofessor of Psychology, Director of Impact Study, University of Deluware, ewark,. Delawat'e. Ot•.lginaJ.ly from Salem, Massclchusetts., Dr. Lane received h5.s B.S. in Psycholop.;y at 'I'ufts Univ,,!rsity, his M.A. in Psychology at The Ohio State University, and h.i.s Ph.D. in P~iycholop;y and Anthropology from th~ Ohio State University. Befof.'e ~suming his present position, Dr. Lane has: served as an Occupational Analyst fop the U.S. Employment Service; been with the U.S. Army Air F'orces as a Per sonnel Tec, nician; been with Research in Aviation Psycholop;y a~ Ohio State University as Assis tart Professor and l\ssistant Di-rector~ lectured summers at George Washinp;ton University. Aside from his regular duties of Professor of Psycholchy at the University of Delaware, where he has }Men since 1947, Dr. Lane is presen-t:ly servrng as T"ir•ector of Universi't·y Impact Study and Acting Dh--ector of the Teaching R'!«1nU'l't..~'S Center. I Dr. La,,e is a meTT1ber of the follow:f.np,: Si~a Xi, American Psycholodcal Associa tion, Americcn Association fo:C' the Advancement of Science, Eastern PsycholoP,ical Associa tion, Historian, Delaware Psycholop:'f.cal Association, Phil Kappa Phi, and the International Association _of Applied Psychology. .. - As special ffo ld~J of interest Dr. Lane Hsts develc,pn ental psychC1logy ( student values and 8ttitudei3) and has. made apprmcimate)y 60 researc.~h repc,r>t:.~ based or, longitu dinal studies of colLage stuclentii' values and dt:tltudes. In addition to ·::he above• Dr. Lane hc1s SEtl'ved as com;ul.tant to :i.ndustry and to pri Yate and pub Le SEh-::onclary schools. Gerald R. Miller~ Associate P:r.ofessc,r and DiI'ectoy• of G:r•a.d1.1ate S turlies, Dept. of CommW1ication, rUch:i.g<'.lln State University, Dr. Miller, who was bc-rn in Muscatine , I1:,wa 9 recni ved the J3aehelo}.' of Arts deJ,rt:!f' in political science and the M.a.ste:{' of Arts deP,:t•ee in political science with a ::pecialty in international relations from the State University ,:,f Iow1. Hfo Ph.D. degr~H in 3flf!t!Ch and psychology was e.1rru1d at the same institution. Prior to joining the faculty at Michi;:,:an State Univt>t•si-ty ~ D1'.'. Miller• was ~n in-· structor o:f speech at the State University <•f Iowa and an assistant pr•ofessor vf sp~e<.:h and Director of the Experimental Communication Laboratory- at the University cf Washl1g ton. His teaching and rose arch at Michigan State Uni ve:!'."f,;i ty ct.;:r.,te1" on the special fieJ.d~ of small p;1•oup communi.ca.tion and persuasion. Dr. Mille!' has served as a consultant :foy, the Comnnmity Development 'Pro~rron of thu state of Washington, the United States Chamber of Commerce, and the l\mer•ican Hospital Association. At present, he is serving as a member of the editorial hoards for the Speech Ter1cher and SJ,aech Hono~raphs, :i.n the capacity of Consulting ;::di tor for Q·llanti ta.tlve and Expe>."itnentnl Studies . n Spe ch. He is nlsC'I the Vice--Chairman 'Sfoct o:f the Behavioral Science Intei-.est Group of the Speech Association of Americct .. A f~quent contributor to journals in speech and coTianunicati.on, Dr. M Lller hc\El edited ~pect:t v s n Argumentation, a bcok of papez•s daaling wi 1:h the th!(>l.'o/ of al,gu ment. and author.ed a volume entitled, Speech Commu::-iic:::,tion.: A I3ehaviornl t\p·ill."Oac',. J' MSU/AID COMMUNICATION SEMINAR #264 AUGUST I3 - 19~ 1967 Frederick G,. Alexander 19 Associate Professor of Speecl1 and Head of Speech Ediecation ri Michigan State University Originally from Kenosha. Wisconsin. Dro Alexander received his AoBo from Ca1•roll College II his Mo So from the University of Michigan and his PhoDo fll"Om the University of Wisconsinn Havina been a membe~ of Michigan State's faculty for the past fifteen yaars 9 Drn Alexander has also aerv~d as Consultant to the Executive Council of OAW-CIO and Consulting Editor for the CCSSA Joumalo He was fonaerly the debate coach and forensics director at Michigan State~ and has done research in the legislative process of tbs Michigan Stat• Legislatureo A former president of the Michigan Speech Association 9 Dro Alexander is particularly interested in advocacy, learning theory and the psycho.logy of speech~ H• ia a member of the Speech Association of America 9 Phi Kappa Phi, and Pi Kappa Deltao ,91,a.~..,,,., §u;:.1,t r, Graduate Research Assistant 11 Michigan State University Kr" Berger,, born in Philadelphia, Pennsylvania, received hia BoS,, in Psychology at Pennsylvania State University in 1961 and his M~Aa in Commwucations at Michigan State UniveNity in 19660 While working toward his doctoral degree here at Michigan State he is a teachiDg assistant (Research Methods) in the Communications Departmento Mrn Berger has spent fifteen months in Korea as an interpretero Hill special fields of interest aN Cross Cultural Communication and Attitude Change,. He is a membe~ of Psi Chi honaraX'jn ~E .. .£.~ •~!!, Rural Sociologist. Cornell University ur .. Capener has worked five and on-half years in India in training and developin&.-. Befox-e going to India, he was State Leader of Ex ·ension Research at Ohio State University, prior to that he was a staff member of the training branch in the UrS" Public Health Serviceo Labor w.i l iam W,. =-_!'~k Assistant Professor, School of Industrial and l tion • Com ll University 9 Ithaca, New York Bom in Flint I) Michigan ill Dr" Frank r-ecei ved from Michigan State University his B,,Ao in English 0 his McAc, in Speech Therapy, and his Ph~ Do in Communication.. He has also done advanced graduate work in the School of Coma1erce of Northwestern lJniversityn Before coming to Cornall University, Dr., Frank taught and did research in communication at Michigan Staten His r-esearch activities have included Civilian Defense and attitudes toward nuclear war 1 programmed instruction J.n inferential statistics. and attitudes toward initiation of structure and consider tion among supervisory personnel, as well as AID participants• effectiveness as change a&entsn He was formerly employed by the Jewel Tea Company, Inc~. ~f Cl\ic • Illinois, holding positions in the Personnel and Merchandising Divisions in addition to bing Training Director of the Retail Food Stores Divisioun He has, also, served as a consultant to the United States Internal Revenue Service in taxpayer rulations trainingo Dro Frank is a member of the American Society of Training DiNctorso * * * * * * Delm~r Hil ard 9 Assistant Professor of Speech, Kansas State University Bom in Braman, Oklahoma, Dra Hilyard received the BoA,, in English from tbe University of Denver, the M~A~ in Speech from Kansas State Teachere College 0 and the PhoDo from Michigan State University in communicationn Previous to his position with Kansas State UniveNJity, Dr" Hilyard was• Research Assistant at Michigan State University.. He has also served ae Assistant Head and Director of Radio~TV=Film for the Department of S.peech O Kansas State University, and bas held positions with the Kans Pipe Line Corporation and Boeing Airplane Company ~ State Teachers Collegei, Shell In 1961-62 1 he gained national recognition from the American Foundation for the Blind for the production of a radio doCU111eDtary on recreational ctivities for the blindo baa served as editor for a literary journala He is a member of the Central States Speech Association II the Speech Association of America and the Kansas Speech Association o In addition, he has written and directed educational filn,s and N lhl . ~ . State u· i VEJ .• JpJ H. 9 Graduate Assistant 9 Department of Communication@ Michigan ' ty Born in Uttar Pradesh~ India, Mr., Jain completed his MoS., degree in Agr-i= cultural Extension at the Government Agricultural College lf Kanpur 5 Utt:ar Pra· desh~ India., He held a merit scholarship during hi:- r-ollege training., Following his graduation he worked as Assistant Professor of Ext.ens.ion at Unit d Province Agricultural University, Pantnagar 9 U.,P() 11 India" He was associated with the refresher training program for Agricultural Extension officers., He also taught graduate classes in Agricultural Extensiono He currently is engqed in a doctoral program in Communication at Michigan State Univer-si ty ,. Bora in New York City~ Mr~ Siegel rec•ived his Bachelor 6 a Degree in psycholoa from Brooklyn College 9 New York~ and his Master's Degree in Psychology from Michigan State in 1966,, He is presently working toward his doctoN&te at Micl:iigan State in the field of Communications,. In 1:b past Mr,, Siegel has been a g?'aduate aseiatant in the psychology d partment 9 a &raduate research assistant in communications and worked as a re aearch psychologist with the Michigan Department of Mental Healthu His special fiald of interest is interperson~l communication., ? o ~,al:l,~f-!t11 Graduate~ Assistant i Department of Coaununicatioo 0 Michigan $tat• l.fuiveraity MrQ Wallace~ who was born in Hamilton, Ontario• received his Bachelor@s Degree in Agricultural Economics and bis Master 8s De&Ne in Farm Business Management - Agr~cultural Marketing in Ontarioc, Prior to assuming his present position at Michigan State Univ.-, 9 Mr, Wallace t~ught and undertook research at Western Ontario A&ricultural School and EXper= imental Farm,, He has also conducted research in Farm Management Production., In the Fall of 1967~ Mr Wallace will assume the responsibility of Resid~nt Coordi~ nator for the HSU/AID Commwiication Seudnars., His special fields of interest are Leadershipi and Organizations ., Mz•" Wallacees professional associations include the Agricultural Institute of Canada• Ontario Institute of Professional Agrologist:s .. Canadian Agr-icultural ~conomic Association~ and the Ame~ican Farm Economics Association , FRIDAY NIGHT PROGRAVf (After dinner the program will be held in the lounge)a Connnencement with a song (Jingle Bells). Brief talk on behalf of all the participants. Short performances or very brief talks by eight different countries ( Afghanistan, Argentina, British Guiana, Cey·lon, China, India, and Israel and Jamaica)o Short entertainments by staff members. Short perfonnances or brief talks by nine di.ffcrent countric::i (Philip~inese Panama, Vietnam, Pakistan, Japan, Korea, Spain, Bolivia, and Nicaragua)o Christmas Song (Silent Night, Holy Nfght}. Conclusion by ~-.fo Ro La:xman R o. General Partic lI?o.nt; Mr. Canon Lapid Dimacali~ Chairman I-1r., Sayed Iqbal Ilamdani-, t1ember Mro MoR • Laxman Rao, Member M1~ .. Yag Datt ~:Iadhwa, Member r i::·o LaJ.ta !la.mgopal .t Me: .. b~r fl r Le Khac Tha n, JV1em.b e1" l liD3 o Eli de Co Bolognesi, Member tir u .. Hsi !,'lei You , Member Mre Sayt~d Iqbal lla,:· dani 1 Chairman Mr. H.R. Laxman nao~ Member Mrs. Hsi :Mei You, Member Sports Sub-Committee : Mr. Yag Datt Wadhwa Extra Curricular Sub-Comm· ttee ; Mro Le Khac Than Mr. Lalta Ramgopal Jingle Bells Dashing thro• the s now in a one- hors e open sleigh, O'er the fields we go , laughin~ all t he way; Bo 1 on bob- t ·- i l r i nt; 1 1:Jhat .fun it is to ride and s i ng a sleighine; song tonight! . ).:..;.· .:. t-s 0r.i. gi1~; •,1:...:. ~ ....; Chor·us: Jingle bellsl Oh, what fun it is to ride in a one-horse open sleighl ,Jingle bells! Jingle all the way! '.:, t ·o ago I though I'd take a ride, Day or And soon -Uss 1-'ani ie Brip;ht was seated by my side; The · or·r.,c vas l ean and lank~ mi sfortune seem'd his lot, Ue e;ot into a drifted bank] and we 9 we got upsot. (Cho:rus round is white» go it while you're young; Now t },e Take the girls tonight 9 and sing this sleighing song; Just eet a bob-t ailed nag 0 two-forty for his speedi Then hitch him to an open sleigh, And Crackl you 'l take the leado (Chorus) Silent Night Silent Night! Holy nie;htl All is calm, all is bright, Round yon Virgin t-tother and Child! Holy Infant, so tender and mild, Sleep in heavenly peace, Sleep in heavenly peace. Silent Night! Holy night% Shepherds quake at the s i ght! Glories stream from Heaven afar, Heavn'ly host sing Al-l e-l u-ia , Ghrist, the Savior is bornJ Christ , the Savio r , is born o Silent Nightl Holy nightl Son of God, love's pure l ight, Radi a nt beams from Thy holy face, \"ilth the dawn of redeemi ng grace, Jesus, Lord, at Thy birth, Jesus, Lord, at Thy birth. Should auld acquaintance be forgot, And never brought to mind? Should auld acquaintance be forgot, And days of Auld Lang Syne? Chorus: ~or Auld Lang Syne, my dear, For Auld J.ang Syne, ~.-,e 911 take a cup of kindness yet, For Auld Lang Syne • . A:rad here's a hand my trusty friend, And gie's a hand of thine; We'll take a cup of kindness yet, For Auld Lang Syne. Chorus: For Auld La ng Syne , my dear, For Auld Lang Syne, ~e'll t ake a cu? or kindness yet, For Auld LanR Syne . - To the tune o.f: SHJ.!;'LL BE COMIN• ROUMD THE MOUPTAIN She was s l idin' round the mountain when she came She wa s slidin' round t !-- '; mOl •. : • 3in wrc::, .:: ~ .:.:.:. .... She was slippin' and a s lidin' and she wouldn 't stop f o-:i.·• not:.11i11" She was slidin' round the mountain when she came 0 9 we all went out to meet it when it came O, we all went out to meet it when it came We started Seminaring, we started Semj.naring, we had preach:ln' and some teachin' when it came She'll be slidin' round the mountain when she eoes She'll be slidin' round the mountain when ohe goes She'll bo slirypin' and a slidin' and she won' t stop for nothin~ She ' ll be slidin' round the mountain when she goos. To the tune of: I've Been Working on the Railroad I•ve been teaching in the Seminar each and every day I•ve been teaching in the Seminar tor dear old ICA OH• I hear that bell aringin' as I do~e upon tJ~e lawn Here comes the chairman shouti~, wake up a nd kill the y atm - I '-rc been sleeping i n th:: S cm.:..::.:.r for good old IC A I •ve been sleeping in the Seminar from class to get away Oh, I hear that bell aringing every day at break of datin Can't yov. hear the chairman shouting, how he carries onl l 1/ ) MICHIGAN STATF UNIVERSITY f 01' AGRJCl:l.lt,Pf A:--D J\1'1 llfD ~Ul•NCt • E.A_q L~N~iNO COLUGI Of C(JMMUNICArIUN ARTS Dec-er S, 19c-l1 ~ or John UseeJ11, Hearl Pro Sociology and Anthropolocy '.JeJ-'4!'t.Ment Calll Dear ProfeBsor r;seem. .t. s WJ. li.: r 1f-:nes<:1 to .serve as a 111r c<...:pd'J.c·ted for t.t1e r •m· r Jtat,e li:ii 7e:-si t.y lJec an a5 te~n req:_;ested fro on . :. : --r :a-. T 3:-i11w to serve on the on ls a.pl r, ·ln add 1 he tran '3.·, • ·..i:t 71 <'.'0!.5 . ...,,t,i ~~ is ad- '.'.'h1 s sum ;:- a.yr·"' L ~ t ,.i.:17 time (\:im:-:·.mi ~.:il t-.ion Arts.. d to ,a y ed he will three 1 ri,i Cordially1 • ·sw,.:·rt.."1 1 !'li rector on Commun1cati or, dcj I C SEMINAR LETTER No. 11 ICA Serldhars 320 Union Building Michigan State University East Lansing, Michigan April 10, 1961 STAFF CHANGES (Winter Quarter, 1961) (Januar1 29 ~ March 24) NO./DATE 64, Jan. 29 ~ Feb. 3 65, Feb. 5 - 10 66, Feb. 12 ... 17 67, Feb. 19" 24 68, Feb. 26 ~ Mar. 3 69, Mar. 5 ... 10 70, Mar. 19 - 24 STAFF Add: Dean Barnlund (Speech), Northwestern. Delete: Jack Bain; add: H~nry Watts (Soc. and .Anth.), Michigan State University; IJ.oyd Weldon, Sr. (Speech), West Virginia. Delete: Dave Berlo, Turner Edge1 Dave Moore; John Ball, Chairman (Gen. Uomm. Arts), add: Michigan State University; Hal Hepler (Linguistics), Bay City, Michigan, Junior College; George Fathauer (Soc. and Anth~), Miami University, Oxford, Ohio. Delete: Kenneth Hance, Roger Busfield; add: Don Ecroyd (Speech)., Maurice Marshall (Gen. CoRlln. Arts)., Dan Wozniak (Gen. Comm. Arts), Michigan State University; Harry Warfel (English)., University of Florida. Delete: Larry Schlesinger and Waldo Braden. Delete: Don Ecroyd and Don Wells; add: Robert Scigliano (Pol. Sc.), Michigan State University; Steven Deutsch (Soc. and Anth.), Michigan State University. Add: Maurice Marshall (Gen. CoJl'lll. Arts), and Dan Wozniak (Gen. Comm. Arts), Michigan State University. STAFF SCHEtULE (April 16 - June 9) NO./DATE 71., Apr. 16, .• 21 STAFF David Ralph, Chairman (Speech), Jack Bain (Speech), Steven Deutsch (Seo. and Anth.), Michigan State University; Ray Ross (Speech)., Wayne State; E. J. J. Kramar (Speech)., University of Southwestern Louisiana; Bruce Kirk (Psy.), Jersey City State College. NO./DATE 72, April 23 - 28 73, Apr. JO - May 5 74, May 7 - 12 (Spanish Language) 15, May 14 - 19 76, May 21 - 26 77, June 4 .. 9 STAFF Fred Alexander, Chairman (Speech), Gordon Gray (TV and Radio), Maurice Marshall (Gen. Comm. A!ts), John Thurber (Speech), David M6ore {Bus, and Pub. Ser,), Michigan State University; Melvin DeFleur (Soc.), University of Indiana. Hideya Kumate,.Chairman (Gen. Comm. Arts), Don Ecroyd (Speech), Robert Jarnagin (Gen. Comm. Arts), Ed Crane (Gen, Comm. Arts}, Michigan State University; William Carmack (Speech), University of Oklahoma; Fred Fiedler {Pay,), University of Illinois; Jack Lamb (Speech), University of Connecticut. Erwin Bettinghaus, Chainnan (Gen. Comm, Arts), Juan Diaz-Bordenave (Gen. Comm. Arts), Evener Zuniga (Ed,), Michigan State University; Al Croft (Ex. Div.), University of Oklahoma; Joseph McGrath (Psych.), University of Illinois; Fred Speckeen (Speech), Dubuque University; Bruoe Buckley (Audio-Visual), University of Indiana. Murray Hewgill, Chairman (Speech}, Don Wells (NPAC), Kenneth G. Hance (Speech}, William Stellwagen (Gen. Comm. Arts), Michigan State University; Lawrence Schlesinger (Consultant), Ann Arbor; Wayne Brockriede (Speech), Oklahoma. John Ball, Chainnan (Gen. Comm, Arts), Charles Pedrey (Speech), Eugene Jennings (tius. and Pub. Ser.), Michigan State University; Donald Torrence (Speech), Knox College; Norman Cleary (Soc.), Montieth College, Wayne State Univer sity; Eugene Johnson (Adult Ed,), Washington University. Hideya Kumata, Chairman (Gen. Comm. Arts), Robert Crom (NPAC), Michigan State University; Sam Becker (TV Center), University of Iowa; Waldo Braden (Speech), Louisiana State Univer sity; Tom Starcher (TV Center-Speech), Univer- sity of Maryland; Fred Speckeen (S~eech), Dubuque University; Jack Matthews \Speech), Pittsburgh University; Ezra Saul (Psy.), Tufts University. Seminar Staff Directory" This issue is accompanied by a list of those persons who havecontributed or are contributing to the work of the seminar, Many of those listed will be participating for the first time during the next six months. We hope that the directory will provide a source of mutual infor mation for a staff which has riow expanded to more than 1.5o. Summer Seminars - Thanks to the interest and cooperation of those contacted, the summer schedule was completed shortly after March 1. New Associate Director - Dan Wozniak, doctoral student in General Communication ---itrts, has accepted the position of associate director 0£ the seminars March 27 - September 15. MICHIGAN STATE UNIVERSITY TRANSMITTAL ,) TO PLEASE □ ANSWER Ocopy to me O CIRCULATE O SEE ME Ofer my signature O COMMENT O SIGN □ APPROVE OcALL ME O FILE OTAKE ACTION Oadvise D FOR YOUR INFORMATION D RETURN RESPONSE TO YOUR REQUEST □ APPROVED 0 ACTION TAKEN 0 NOTED REMARKS _ ____________________ _ 7/A.g FROM DEPT. I DATE PHONE NO , > • I:-1T RNATIONAL WORKSHOP ON CCMHJIIIC THIJ roR MODERNIZlTIClf Eut Lan•iJlc, Miehe chigan tate 1n1 ver■i t7 December 26-3lil968 miTATIVE SCHEDULE Thursday 26th 9.00 - 10.30, Opening 8 a1on (l) Pre entation of Sta.rt (2) PreBentation of Participants (3) Description of Program an Sche ule (4) Applic tion of Pre-T st. 11.00 - 12.)0t The Nature ot COIIU'llunioation •-------•--•-•- 2.00 • 3.00, 3.10 - 4.10, 4.)0 - 5.301 8 e00 • 10.)0 I Friday 27th Cron Cutural COIUll'IU'licationa ------------- Cr•• Cultural C011111uoi cationa - - - - - - - - - - - • C?"Ha Cultural COlllllllunioati . -..-~ .... -~------~-- The Mature ot Ccaitunicat..itm ••------•------• S\att Dr. Kwnat Dr. IUlll&U. Dr • .Kum.ata st.arr 9.00.; 10.30, COIMlunicat1on 1n loraal Organiaatiou - - - - - Dr. Berlo 11.00 • 12.301 COIIHllunicatiac 1n Formal Organisations~---- Dr. Berlo 2.00 - 3.001 Communic tion in Formal Organi.mationa - - - - - Staff 3.10 • 4.101 4.30 • s • .30, The llatUJ"e or CGlllllWlication ---------------- Stat't The Nature ot Coamunic ation ---------••------ Start Satu.rdg 28th 9.00 - 10.301 The Econolllic Aspects of .Modernisation - - - - - - - Dr. Wood 11 •. -0 - 12.30, The Economic Aepect. ot Modernisation ---•--- llr. Wood ad St&tf 2.00 - .3.001 The Non Economic Aapnt• of Modernization---- Mre. Nair 3.10 - 4.101 The Non Economic Aapect■ ot Moderni11atien --•• Start 4.J0 - 5.301 The Non Economic A■pecta of "'oderzusat.ion - - - - Mre. Nair and Staff - I Monday 3 th 9.00 - 10. 301 'f)M Relations hip Between CollM\mio&tion and Moderni•atien --•-------------·--•--------- Staff ,ll.00 - 12.30, The ltelationahi:p Beween C•uumicati.on and Modernisatien --------------~-~-~-~-__. ___ ... _......_ wtat f 2.00 - J.30= The Natve at 3oci.oe11ltval Change ___ .;_ ____ Dr. ocem .4.oo - $ .JO: Th• Nature ot Sooiocultural. rum - - - - - - - - Dr . Use m 8.00 - l 0.JOs The Adoption and DU!u1orm of Innovat.iau tar Agricultural Change and Rural riodenrl.Jlatien - Statt Tu sdy Jl 8.30 - 10.JOt The Role ot Foreip-Tr 1ned Change Agents in National velopm nt --------------------- Dr. I•hino 11.00 - 12.001 Application ot Poet Test -----•--------------- J., MIC.HIGAN STATE UNIVERSITY Q.UT I.AN\l"'G. \IJCIOGAN I \ll OPPIC! OF HIE DIAN 91' DIJ'DN,\T10NAL PI.OO&AMll • CSNff POI. INT&I.NATIONAL ptOQMlh The llE-MSU Seminar on Modernlzation will begin Thun,day morn:ing, December 26 at 8: 30 a.m. It will be held in the Kellogg Cent<'r for Continuing Education, which is on the Michigan State University campus 6:00 p.m. December 25, so that you may evening buffet supper. joi11 another br0up for a Christmas We urge you to c1rrive before We've noted that all of you are ma1oring in Business, EconomLLs or Management. With such homogeneity of background and interest we should be able to cover the more traditional economic models of modernization rather quickly and then go on to consider some of the princlp 1 non-economic models 'A'hich may come to your attention less frequently. Ttw major objectives of the 1emlnar might be sunwnariz(•d as fol lL>ws· 1 To establish a working definition of modernizati1rn which pr,>vid s an insight into the social-institutional processes which aid or impede modernization. 2. To provide opportunities for observation and analysis of co1m1unication behaviors o that we may enhance our understanding of the problems and the process of human coamunication actlvity and to comprehend the relationship between comnunic tion and modernization. 3. To provide you with an opportunity to analyze your role as a professional person in a development-oriented disciplin . examine how knowledge generated in your disciplin£S and other scientific and technological fields is transferred or diffused through organized communications proc sses in ways which can accelt>rate the modernization process. In this analysis we will 4. To provide you an opportunity to share experiences and div~rse views with student and faculty colleagues who come from a number of countries. In sum, we expect that all of us will gain from the seminar a sharpened comprehension of the htaan factors in national development of the significant ways in which they interplay with the material factors such as economic, ecolog1cdl and technological onea. The presentations and discussion will be organized around the following topics I Econ0mic Models of Development -.onc'Lvnomic Models of Devt lopmt':'l The Need for Combined Models ..... .,, I I I , .I t • i " P10.ts~, Proble~s. Pr1nL1ples Crosscultural Communication Communication in Formal Organizations III. The Nature of the Relationship between Communication and Modernization International Research Evidence of Correlation Roles of Conmunication in Development Development Strategies and Communication Strategies Communication as a Launcher and Accelerator of Modernization IV. SL)cio.:iltural Changt> and Crosscultural Diffusi.,m of Tecl1110Iogv The Nature of Cultural Change in Society The Adoption and DiffusLon of Innovations amon~ Peasdnts The Role of Foreign-Trained Changv Agents in Mod~rnization Scllf'dU l t? Your daily schedule will be somewhat as follows · Thursday, December 26 - 8: ·30 a.m. - 5: .30 p.m with lunch and coffee bre ks Evening session of 2- J lwun, Friday, December 27 8·)0 a .m - 5:30 p.m . SJturday, December 28 8 · .30 a . , • 5: 30 p. m. Sunday, December 29 Free during day Special Banquet Supper 6:00 p.m , Monday, December 30 8:30 a.m. - 5:30 p . m. Evening sessiun of 2-.3 hours Tuesday, December 31 - 12:UU noon 8:30 a.m Special luncht>on dnd closing ceremonies Adjournment by 2:00 pm The entire seminar will be conductl'd ratttt·r infor"1.1llv so that you will be able to participate fully in tht- discussion. Yu:.i' 11 bt t•Xpt1..LeJ to sh.ire with candor your views so that the divergent views of students a,indship should develop quickl)'. In this permissive s,· ttinii: active interaction and Summaries of inost of the lectures Jrid, w1;1 ht distributed. You'll ,dso reLciVl' a hibl1q:rdphv of fundame.1tal referencE:'i I.or titrtlit'r rtading on the topics disi:usscd in tlte 'Hr1in1r. in some caSt'S, r£>sumes of discussions HOH 1 Ahmad Abu-Shaar Kamnung Sakhakorn Subarna f.ian Joshi Hyuk Woo Byun Soo Ahn Yew 3oLo Rajbanshi l'. ohamed Malek ~.iLr.on l t1Akidi J anu!c;ll Carlos Curado \-Janerob a ROW 2 Lakew Gebeyehou Adullam r:: o Kirya IIuseyin Apan Vo Van. Ugon Na.rdos Abe!Je= Duonc ~fai Huong Hal1ika Hok.kb.aves Srl.vi.roj Piampiti Lina Sat ta.tilini r· r,~:-1 lJ.r.d Puhek !na.-i.ch.: Turner S!:1xiark Tr:te?!l.rung Jordan Thailand Nepal Korea Korea Nepal 'l'u.nisia U(::anda Uganda Brt.>.sil Et hi()pi& Uganda Turkey Vietnam :Sth:i.opia. Vietnam Tlw..iland Tha:Uand. Bra..:..il U aS aAo Kenya Thailand [!OW 3 Wall Ao Khan Sorachai Bhisalbutra S11hadi Hardjo f'.elaku Zeleke B .. P.. Simunyola Jung Soo Lim Maksus Cevedet Ogut, ~ .. Ho Singh E .. H o Amend Paldstan Thailand Indonesia Ethiopia Zambia 'Korea Tanzania Turkey Nepal U .. SaA., ROW 4 Larry Sa.rbaugh Wilson Nguyo Pemanrlo Soares Cesar Da Silva Kyu. fop Cho Iwao Ishino Don MacDonald UnaJ. Alic:i Ast on ~1:a.nyindo P~m.,1, Prr.i.aad Nepa.1 ~ y~it.tll ~!.1,1!1r ar11011 Yns,3pt. t!ul eb,.. ti .,S .. A o Kenya Brazil Brasil Korea U ~S QA o 1J oS aA a Turkey Ur.:mi da N{:pal 'i'ur key E>t.!1:Lop:i.a. Del Hi1.ym."'d Jose A" de Hi an.dn Vo...Ngoc=Diep Bun Ene Lao John So Ebinu Carlos Baque Egas l r., Nunes nustaf a. Kuru .U ,1nrico Nogueira Obaidullah Akbari ftlfred W11 son ROW 6 John Frahm H o V ,, Dorpowski Co Schio Paulo Nada Silva So Sergio Oa dos Santos Mauricio Rodri.gUErn Chester E o Wright Gabriel Okiira Miguel Ao Sabillon Jose Bo Sokol M .. Yo Afzali Brazil Vietnam Car:ibod:i.a Ucanda Ar::,;entina Brazil Turke'J Brazil 1\f ghanistan U',.S .. Ao TJ .,S oAo Interpret~r Brazil Brasil Brasil Brasil UoSoAo Uganda Honduras Panarna Af ghan.istm MICHIGAN STATE UNIVERSITY EAST LANSING, MICHIGAN A ID COMMUNICATION SEMINAR JUNE 18, 1968 - HSU/AID 288 Michigan State Un:fi.ver•lty tow 1 Dioniuio Mertins. erazil; Alberto I.able Jr~, Paoau; Seung P~ Cmrae. orai; Chung Duk Xia, Korea; Tea 11 N1•t Cbbeug. Callboclia; Muzaffar Ali Qure■hif Pakistan; Abebe Hailye, lthl-,la; G4tbru Tareke. Eth:lopia; Jataaay Mada. Ethiopia; Dave i,eatty,. Canacla; Alfred Wilson, UoS.A.; Stu vkinsv Auatr.a11a Kev 2 Kerry J. Byrn••• u.,s.A., Saootr• Wa pons•~ 1hailaacl; M. Juog be 'Lee 9 lorH; Ancona Baaindra 1 Th■ Uaod; Turkey; i · Subavaeidi Sa-A,-thya, Thailand; Ancbalee Aaporn, Thailand; Pien Poouuwan, Thailand; l'ictoria J.l'ebuda• Bige1rla; bchel Al■ d•••l , Higier; Saa Or J>ana, San vanija, 'l'balla Caurgo, Brazil; Ape:rn Chcniildee, Thai.laud; Al 1tu Ha. Ethiopia; r ·vl, Turkey; Rateu i 0 ta; P ri n b 'Prayoo Lert ra lrfe V. de lland; ; 1 Alp••• llev 3 I.ow 4 llov 5 John Coggins, UoBoAo; Dllve Scl'uul1£18. UoSGAo; c.~o a.apt.alt India; uynh Van llhleu, Lilllil O&ar MDntu L. 111 Pan Vi t ; S. S allaftd; , Afgbaoiataa; A. Satt■ r long SDl Ul, Ca (UH,, Pakistan; TadeHe Nengesh.a, lt:hlepia; Aafev Zellek.e, lthiopi ; Akhlaque Houin Kast, Pakietan; S•vy Hean, A ; L1.mb nu:llllWiiiat!d la••- bodia; Riaz Uddin Ila• Chamrong, Qa■bodiae d. Pakhtan; Uc:hi, Thoeun, 9 r10, Ind n .ala; S ; r inyo. bedia; ta; ral tsl . . 9 Pakiltan; Ger.don Whiting, UoS.A.,; Gordon 'l'hon111H, Uol .. A.,; Cbatcb.a n Yukeng1ak. Thail.4nd; AoZ., "tat.aroglu, Turkey; Kuatafa Yerulug• Turkey; »aiyee, Solca>n Ivo, .Joae Santana, Br ail; bt Came"toon; Menbeaha, Eth:t.opia; Che Yang 11 Cambodia; s .. 'foOo Ata, Nigeria; D , iguat A~ Vane 11 '!l:d; . Ari t!lbl!IO'auraya. Th .f a111d; A au ••• Cl roon. ng llyeung, Chof) lore.a; 'lhaab '1'y11> C8 bodla; hhlno, UoSoAo; nuay foseuck. r g Nt 'I 1 Rafael A. Henri,uez, Dominican Republic; Ce■ar Raairez-Mejia, C.l bia; George "athaur, U.,S "Ao; Samuel Z. Worner. Liberia; Nelson Jo Q. Chilinda. Malawi; S. Sma'ly Abiodun Adenikinju, Fed. Rep. of Nigeria; Jo•e Cruz Filbo1 Brull; Afranio s~nches 1.ourftiro, Brazili Ruy r. Dll'lilva, Brazil, Prija \,l:11111mi;1111rat11a, !blltlanci; Leopoldo Bcberte It. De Carvalho, B:raa:U; liailio Wilderger, Brazil; handro Alven PeiDto Dea Santos! Brazil; J'oel Souto-Kaior., ~r•zil; Alfouo Cueto Altamar, Col bia. mtrthy, Iadia; dualwii Sangruji, Thailand; ---. --- "Cl ., C"l ,.,., IIBU/ Am COMMURICATI01' SEIIIlfAR !lO. 26'1 ATWOOD LAKE IDDGE JU11E il - 1'1, 1967 ~ GROUP P}[)TOQ:RAPI Row 1. Yessel e ;Affage, Ethiopi a Bob F6&gbretaon, u.s.A. Cbr1e Eml$1LWOBU, Rigeri a Abdul Wahab, Pakis'lan Ada.an Birtd1, Jorctsn Turban Tiiltenmez, Turke7 Bil on Brom, Liberia Pa'lana S~anich, Thailand SAlomon Rendon, Venezuela El'den Onil,- & sem., Turke, Nsthan1el L. Obambere, Liberia Row 4. Dan Costello , u.s.A~ Iwao Isb1no, USA Ale~andro Negrete Vo , OQlanb a Heman Cruz, Ecuador bmando Velas'legu1 11 Ecuado:r Fnock Ntolto'\ha, Malawi Fat'owora Olaeu j1 Sam., Nigeri a Ahmed Mohamed ElHadi, Sudan A.D. Kra, Ghana I. Tali D1nsha.d ChoudhV7 i, Kbil.mogu..l.p Moga .e m t ;)Ra guniaD CM.ttago11g.!l F st P s tan " Hernan Cruz~ Alonso de Angulo 14).9 Quito o Ecuador " Sud Amer1cao Ztmde Dendas1e 9 Minist y of Finance ~ P,. Oo Box 1905 0 Addis Ab..1ba 8 Ethiopia., ib ·ahr. Tali Di nqel 0 Yia.H.ya t-lufettilJ:l e Ma.liye Bakanligi9 Ankara •~ Turkey~- Ahmed Mohaaed il Hadit ·raxation Dept_,v Ministry of Finance & Economics~ Khart.oumc Sudan,, Christopher E_, Jiiluenwosu9 Central rlank: of Nigeriav Lagos 9 Nigeriao Ola~uji Samuel Faf'owora 9 Ministr.y or Agriculture. and Natu...~ l Reaource~,, Ibadan .... Wo Ni geria o Jose Joa.quim Da Cruz Filhos.; Cruzada AEC 9 Caixa Postal 574f Recife = PE .. Brazil.-. Dorcas Souza Francav Caixa Postal 57!~>) Rua da Sau.dadeD 299 ~eci!'e ~· Pemambuco" Brazil,, Francis Clide R., Gueiros 9 Rua da Saudade 299 ,, R!!cife •~ Pe - Br ,zil., Sati Dashon Jumut/) Pu.11Jhi t~ E. Ko Aa S,, Pauya.11 9 Via narakin .La.dip Ne Nige·Niao Suat Gunden,, Kulor,lu ¥.iahallesi Yesari Sokak Noo 20 Er~urum, Turke:,o .Maria T" Gutierrez_9 Carhuaz 11~ ,~ Breffas L· J?llJ. = Peru~ Hailemarlam Habteselaseie;) PoO• Box 35 9 - Add:J.a Aba.bal) Ethiopia,, Adnan Hassan Hindi 9 The Central Bank of J 01'1an ,, Am.'l'.art ,, Steohen No Ibesi F..eonomfo Planning Commisionii Fnug\t,J Hiafl:18.o '-.fest Africa o say Kanialv No , 5.3 Ouk Lonn Street9 Phn'3M. Panh" Cambodia,. A:trifl:lI' T" Khan r, Ba.itul Abrari;, Stx•eet No,. 21_9 Sa 1n abad \I L 1ore~ Pakistan,, Nigha t Khan;, Bait -~ Ul •~ Abrar.9 Street No, 21, Sa.man•-0A~Bsd:;, Iahore ~ Pakistan, ~mold Dansi Kra 9 Central Revenue Depto v P Q 0,, Box 22021,, Accra.a Ghana,, i'les·t Af1•icao Tha.ntl»f e l, •. E, Makhambera. f! Kadwala Village" Muluma Mies1on0 P,.Oo Ncheu,1> Malawi,, C,, Africa,, ltazi Mazirucldinl1 Deputy Director of Agricultural Ma.rketing9 $den Buildings~ Dacca - 2v Eas·t Pakistan,, Messele Arz·~gep Publ.1.c Heal t.h Co lloge ii Oondaro Ethi.opiao Lotfi Rashed Mohamed D OFFICE ~ifaoal Agency fen:' Organization ruid Adrninistrat,., ion Central '!'raining Dep·t,, D Nasr Town~ Cairo~ UARo HOME 'frSedki Abdellat,:ii' Strcet,p Manial El Ra~~ Cairoo UARo Alejandro Neg:rete Vo 33St 7; 35'/) Mont.et1.a.y Columbia." South America<, Enock Mangwiyo N tokotha.,9 PaO. &>x 66,, Palombe, M&lawL Eliphaz A~ Odelce~ Assistant Connisaioner of Agriculture~ P~Oo Box 102 1 E.ntebbe,. Uganda.., Eridadi Okot.9 Ministry of Labori, P.,O .. Box 2271> Kampalav Uganda~ -3= Mr" Suracha.rt Sirivallop1i Otti.ne of Nationa1 Economfo Development Board;,, Kt1.lllg Ka.s ·· 1 Road p Bangkok~ Thailandn Pa taoa SmJap.a~n1.ch9 4 7 Lumpo@ S·lin 9 Bangkok., Thailand" Tw.•han '.l'ukemn ~ ·" Maliye Mufettisiv Istanbul= Turkey Dang O Thi .... ruyet~· 37/ 3 Ve: ·r&nhI, Phv. Nhuan,l) VietnamL, Mr . Ngu.ytm Quang \Ian. 220/4$8 'l'z'uong Minh Oiang9 Saigonc South VietnBllo nd Velaoteguio Mo 9 A lbmbons 525!i . ,.u.to,, .l!:c\1.ado?'o South America~ Abdul Wahab9 Hindustan! Dawakhana 9 Pakistan QU&rteI"a,9 Kancht ~ J., Paki,'3tano J or-ge Zuniga,9 Pej" Maria Luiea //13S 0 Barnneov Lim.., Peru, Mro Banyat Sm .reheua1 666 5th Rama Rdo~ Dusit, .Bangkok9 Thailand Frederik Ra Freet.ow, S10 nd Row ndl? .i,eon ~rden One:r.9 Bah9elievler 42 ., Sokak No" 14, Ankara .. , '.t'urkuy" Tulay Oney.,, Baht;elbvler 42 Sokak No., 14,J Ankara ·• Turkey K nt :-,eorge Pinnock 51 e/o Miniet:ry of F'il'.Ulnos.9 King~'c.otA,, Jamaica? Chodok V. Puleava~diQ Chier 9 Di vin:1.on of lr1speet:l.on & Reports" fli.iniatry of' Interior 9 Elangkok 9 Thailand~ Sa om Renddn "'' Aponta 1:J Adm.inistracion L.'-3neral dsl lmpuesto Sobre Caracas~ Venezuelao La Renta~, Antonio Ao Msmanlch P~ Av,. Francisco B:Uhao # 10147 !? Santiago '"" Chile,, Yalcin Sahinkaya.9 The State Institute of Stat,istici,1> Departme,n t of Na t:\.onal Income,, Ankara = Turkey,, Mrn Joseph Sawa.9 Minist,ry of Iabouri, • 9,1 PuOo Kamp"la, Uganda, Mohamed Abdel M nai Seri,ur,, 41 KarobeelB St,,iJ Dolcki Giza>,) UoAo Ro F,g;ypt,~ BB.ha Eddin Shabanv Dept" ot StAtistics~ Anunan ·= J ordu ~ .ilo\ohamed Iehaque Sidd1k1s;, FeNze 6ui lding9 Burns Road,, KarachiG Pakistano STAFF Willia!ll D~Antoni'11 9 Deptu or Sociology~ University of Notre Dame 9 Sou~h Indiana" . df · Dr~ Richard Wo Budd 8 Mass Commm.ication Research 8ureauP,I University or Iowa~ ffl.ow Ci (111 Iowa _, $2240 Cedric C., Clark 9 421 Abbott Road 9 F.ast Lans1ng9 Michigan o 48823., Dan Coetellofl . lll Oakhill Ave o .9 E., Lanei.ng9 Michigan 48823 Dr,, Robert Engbretaonp Depto of Pay-chology-i1 Sout,hem Ill.inoi a Universit71,, Edwarosv'ille.11 I l llnoie,,, 6202S Walter Hu Friedhoff9 Dept., of Peycbology9 Illinois State Unive~sitTo Norul~ Illiao iso 61761 Harold 0 ,, Ha2ldtt 11 J ' o 12409 Fmto1 Road ,, Fentona Michigan,> Ivao Iahino/i 1.736 All\l Sto» East Lansing,, Micbip 11 48823 H.Sa Hawkins.9 Dfip · o of Coumnmica tionJJ Hichigan State Univarsityp Eo In g? Michigar~ 4882) Kannon Ho Shankp 4526 Sheffield Drive9 ingtonr Indian& tt Blo