Defines the term "shyness" and provides data regarding its prevalence. Discusses the relationship of shyness to other psychological problems and describes attempts to treat it in brief psychotherapy. The general goal of treatment is to provide patients with a problem-solving approach to interpersonal difficulties. (JMF)

Reminds speech teachers that characteristics of voice and articulation are important only to the extent that they impede accomplishment of communication goals. Students' problems in articulation, voice, and rate of utterance should be considered in this context. (JMF)

Outlines some problems common to actors and teachers in generating appropriately expressive speaking voices. Basic skills discussed include loudness without tension, clarity of articulation, use of intonation, and manipulation of rate. (JMF)

Examines children's compliance to directives given by their peers, with particular interest in children's success with directives. Examines the roles of status, directive form, and politeness cues. Outlines four instructional objectives for teaching children to develop effective controlling strategies. (JMF)

Finds that there are specific target behaviors for public speaking that can be acquired with instruction. Evaluates the three main components of the Fawcett and Miller public speaking package, a fourth component, and assesses the generality of trained public speaking behaviors over time, across settings, and across behaviors. (JMF)

Identifies 25 recent studies isolating communication skills related to the organizational context. The skills most frequently identified are listening, written communication, oral reporting, motivating/persuading, interpersonal skills, informational interviewing, and small group problem solving. (JMF)

Describes a nontraditional program at Indiana University-Purdue University, Indianapolis, which offers a number of communication courses in an off-campus setting in neighborhood shopping centers. Highlights some specific concerns such as use of library facilities and materials and use of textbooks. (JMF)

Describes an approach to producing two Shakespeare plays in repertory involving academic resources available at Iowa State University. The approach includes academic credit, guest lecturers providing background, weekly seminars, and discussions. (JMF)

Discusses some of the ethical questions involved in a teacher/author requiring the purchase and use of his/her own textbook in the class. Suggests guidelines to protect the rights and obligations of students, authors, and administrators. (JMF)

Presents an annotated bibliography of 19 items from ERIC identifying troublesome paradoxes regarding the media and freedom of expression. Items are categorized by issues identified as relevant to radio and television, commercial advertising, and the press. (JMF)

Discusses the status of speech communication as an academic discipline in light of Heckhausen's seven disciplinary criteria and in terms of three areas of growth and vitality characteristic of speech communication. Suggests additional criteria which might affect the discipline's future survival. (JMF)

Examines speech communication as a discipline that addresses questions of "how" things happen across contexts rather than questions of "what" happens within any one context. Highlights the potential this view presents for cooperation between scholars in speech communication and scholars in other disciplines. (JMF)

Sets forth and supports four propositions which argue for the academic viability and necessity of programs in the discipline of speech communication. (JMF)

Examines two commonly held objections to the position that speech communication is a liberal study. Argues that speech communication holds a legitimate claim to inclusion in the liberal curriculum, provided that suggested criteria are met by contemporary speech communication departments. (JMF)

Comments on the main features of a course in the history of public address as it has developed; characterizes the outlook toward speeches and speechmaking that has been engendered as a result; and offers a rationale for the continued inclusion of this course in the contemporary speech communication curriculum. (JMF)