Rules of engagement: Cross-cultural glances in critical writing on recent French and Australian 'youth' films

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Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students

Confronted with various issues in teaching business writing to Chinese students in New Zealand, this paper sees the need for bridging the gap between genre-based research and teaching in an intercultural context. Specifically, it develops an intercultural reflective model in the light of Bhatia's sociocognitive genre study as well as cross-cultural persuasion. As an important part of the model, New Zealand and Chinese experts' intracultural and intercultural reflections on business writing are solicited and compared and the theoretical implications for teaching and learning business writing are discussed. It has been found, through a case study of analysing English and Chinese business faxes, this model can offer an in-depth understanding about discursive competence across cultures, and provide a link between genre-based theory, teaching practice and professional expertise.

Effect of information provision on trauma symptoms following therapeutic writing

Recent studies in the area of psychological debriefing (PD) have reported adverse effects. This study examined one possible explanation for such effects, that of sensitisation to the possibility of pathology. Subjects were 161 psychology students (female, n = 121; male, n = 40) who had experienced trauma but received no previous treatment. Subjects either received an explanation (explanation group) or received no explanation at all (no explanation group) about trauma reactions prior to undertaking a therapeutic writing protocol. The hypothesis of increased morbidity where the possibility of pathology was made explicit was not supported. At 2 months, the explanation group had a greater reduction on Impact of Events Scale Revised JES-R) total scores, F(1, 151) = 3.98, p = .048, and on the General Health Questionnaire - 28 (GHQ-28) Anxiety and Insomnia subscale, F(1, 151) = 9.84, p = .002, and total score F(1, 150) 5.05, p = .026. High-avoidance copers in particular appeared to benefit from information provision, F(1, 148) = 4.2 6, p = .044. Results suggest that adverse findings associated with PD may not be due to information sensitising of participants to pathology and that the provision of information to trauma survivors appears to be a useful strategy. Recommendations were made regarding the management of those exposed to trauma and for future research.

Differences in sharing knowledge interpersonally and via databases: The role of evaluation apprehension and perceived benefits

Knowledge sharing is an essential component of effective knowledge management. However, evaluation apprehension, or the fear that your work may be critiqued, can inhibit knowledge sharing. Using the general framework of social exchange theory, we examined the effects of evaluation apprehension and perceived benefit of knowledge sharing ( such as enhanced reputation) on employees' knowledge sharing intentions in two contexts: interpersonal (i.e., by direct contact between two employees) and database (i.e., via repositories). Evaluation apprehension was negatively associated with knowledge sharing intentions in both contexts while perceived bene. it was only positively associated with knowledge sharing intentions in the database context. Moreover, compared to the interpersonal context, evaluation apprehension was higher and knowledge sharing lower in the database context. Finally, the negative effects of evaluation apprehension upon knowledge sharing intentions were worse when perceived benefits were low compared to when perceived benefits were high.