1996) Trait verbal aggressiveness and the appropriateness and effectiveness of fathers' interaction plans, Communication Quarterly, 44:1, 1-15,

Employers' use of behavioral description interviews has increased dramatically within the past decade. Yet the pedagogical literature geared toward helping appli cants respond to these unique interviewing questions has not kept pace. Evidence shows that behavioral description questions require respondents to tell stories and that storytelling is now critical to applicants' success in employment interviews. We present criteria by which to judge the effectiveness of applicants' stories and demonstrate how business communication instructors might use these criteria to help applicants tell better stories. Specifically, the criteria presented in this article are : To what degree is a story internally consistent? To what degree is a story con sistent with facts the listener holds to be true? To what degree is a story relevant to the question asked and the claim being made? To what degree is a story univocal? To what degree does a story provide details that support the claim being made? How does the way a story is told reflect the teller's beliefs and values?

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examined the types of verbally aggressive messages that abusive couples used prior to violent acts. Their findings suggest that violent couples use different messages than do nonviolent couples. Infante and his colleagues (1989) advanced an Argumentative Skills Deficiency Model of Interspousal Violence (ASD), which holds that husbands and wives involved in violent marriages are less argumentative and more verbally aggressive than nonviolent couples. Research indicates that message selection is, in part, a Junction of trait verbal aggression

Background: Because of the rapidly emerging need for more RNs in primary care, schools of nursing are challenged with preparing students for these roles. Purpose: The purpose of the project was to use the Faculty Primary Care Assessment Tool to evaluate the extent of primary care content in the prelicensure curriculum and identify strategies for primary care content integration. Methods: A quality improvement approach was used for this evaluation. Thirty-one faculty (44%) completed the Faculty Primary Care Assessment Tool. Results: The majority of the content items were scored between 1.55 and 3.4, indicating minimal integration of primary care concepts. Courses that had high integration of primary care content were leadership and psychiatric-mental health courses. Conclusions: Our findings provide a valuable tool to assist with the integration of primary care content in the prelicensure curriculum.