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The role of storytelling in historical archaeology is discussed, in response to a forum article by James G. Gibb. The idea of image is emphasized.

Despite periodic outcries in response to particular outrages, it remains notoriously difficult to prosecute police brutality. In this form-shattering Article, Professor Troutt attributes much of this difficulty to the overwhelming power of the stories mainstream American culture tells about the encounters leading to police violence. In this piece, Professor Troutt lays bare these authority narratives - particularly their racialized dimension - and demonstrates how they have been used to defeat, if not silence, the counternarratives related by victims and their representatives. Professor Troutt focuses on the limited, though important, role that fictional counterstories can have in challenging the epistemological apparatus by which police brutality is supported. To illustrate this point, he offers a fictionalized narration of the events leading up to one of the most significant police brutality prosecutions of this century, Screws v. United States. Using his story as a starting point, Professor Troutt moves on to two broader discussions: First, he compares his account with the dominant narratives of the Screws case, adopted either explicitly or implicitly by almost all of the legal and jurisprudential actors who participated in that case. Second, he examines the theoretical justifications many of his colleagues offer for the use of storytelling in legal writing, highlighting the ways in which his narrative illustrates the possibilities for such storytelling and identifying several additional benefits not emphasized in the existing literature. He concludes with a discussion of the most famous police brutality case of recent times, the Rodney King beating case, Koon v. United States. In his discussion of Koon, Professor Troutt demonstrates the persistence of prevailing cultural narratives of police brutality cases, in part by drawing attention to the similarities in the ways in which the Screws and Koon cases were portrayed by the government and perceived by the public. In the end, through both argument and demonstration, Professor Troutt makes a strong case for the importance of literary fiction as a tool for challenging the core of dominant beliefs about race, crime, and social hierarchy implicit in reigning authority narratives.

The role of story-telling as an essential part of the human experience and its uses in modern organizational life are evaluated. Despite evidence that leaders throughout history have employed story-telling as an effective tool in inspiring their followers, its important role has been very limited in today's organizational leadership. The art of story-telling should be a necessary managerial skill for leaders of contemporary organizations to encourage employee motivation.

A first glance into the classroom where Phillip Tillery teaches can leave visitors a bit overwhelmed due to the vast array of high-tech equipment wired and ready for access by [...]

Mark Kaminsky wrote in his book, 'The Uses of Remembrances: New Ways of Working with Older Adults,' that the life review method can help the elderly get in touch with their life stories. He believed that the elderly can find answers to their unsolved questions by bringing together unrelated events and images in their lives through reflection. He also feels that writing about these experiences can expand the life review process.

The current explosion of scientific information available to science educators puts increasing pressure on conventional educational approaches. One educational technique that (a) facilitates the communication of essential knowledge, (b) is supported by cognitive science theory, and (c) is easily implemented in the atmospheric science classroom is the reformulating of lectures into stories. 'Storytelling' here is understood to describe the oral or written communication of a 'connected narrative of important events.' Stories differ from other pedagogical approaches, such as the traditional fact-laden lecture, through the network of multiple linkages between different characters, events, and facts in a story. Facts in a lecture may simply follow one after another; events in a story, by contrast, must follow from previous facts and the logic in the story itself. An account is given of the lead author's use of storytelling in an atmospheric dynamics course at the University of Wisconsin - Madison. In the 2-hour-per-week laboratory, the course material was cast in the form of stories - stories that framed the basic knowledge, conveyed key concepts, and related key topics to one another. Stories were delivered orally in class and through an informal laboratory workbook. The rationale for this approach, the stories told, and the students' reactions are described. An example of storytelling in a global climate change course is also provided to illustrate the usefulness of storytelling in a wide range of meteorology courses.

A teacher narrates his experiences and the teaching methods he used in teaching language. Stories can be used to start a conversation and also to talk about one's teaching experiences. Teachers can understand students' lives and abilities from a personal perspective through an exchange of stories. Stories are a measure of a teachers' research in a classroom, as a teacher and a learner.

Storytelling has often been presented as one way of assessing the subjective, hard-to-measure variables that affect organizational success such as corporate culture and group norms. The content of organizational stories, however, can provide valuable information concerning both the informal and formal organization. As such, stories can be used much more broadly - and practically - than has been reported previously. In particular, during the diagnostic phase of planned change, stories can be gathered via individual interviews, group interviews, structured questionnaires, observation, unobtrusive methods, and story creation. Moreover, stories gathered by these methods - especially when coupled with other forms of diagnostic information - may result in a deeper understanding of the organization's problems and opportunities that subsequently can be addressed by a program of planned change. This article discusses the strengths and weaknesses of different methods for collecting story data, considers how stories can be interpreted and presented to the organization, and offers several precautions for using story data during an organizational diagnosis.

Storytelling has untapped potential as a tool for studying corporate culture. Organizational stories are accepted as a means of communicating interpersonal norms through the narration of past events and problems that were resolved, often leading to a moral. Data from Fortune 500 firms is used to compare the perceptions of business leaders relative to human resource professionals regarding causality, roles, resolution methods and factors that affect problem-solving or decision-making. Such stories are analyzed for the underlying belief systems of each group, which are then contrasted along several dimensions: sense of ego, conflict, impression of others, decision making and aberrant behavior. The analysis confirms the existence of cognitive frames imbedded within stories that support the internalization of corporate norms. Such norms provide a means through which organizational behaviors may be managed.

Communism was spread in China by employing folk artists who belonged to the deprived classes to sing songs and tell stories of the benefits of following communism. The first such storyteller was Han Qixiang who was guided in his performances by the communist party workers. They used the folk artists for their own needs while convincing themselves that they were promoting folk art and culture. Communist principles spread far and wide due to this and most oppressed members of the society became followers of communism.

The paper looks at a four-step process to facilitate design for a particular market, in this case old people. A key element is to enable the visualization of possible design solutions and for this an important ingredient has been found to be story-telling about what people want and scenario building for products and services in use. This is particularly true when crossing national boundaries, and some demographic and geographic differences between the USA and Europe are highlighted.

Oral history can help researchers by providing them with specific information about certain topics. The way in which oral history is told also helps researchers in addressing larger historical issues. One form of oral history is the story, which allows historians to interpret how narrators perceive certain historical events. A thorough understanding of the past requires historians to recognize the importance of storytelling as a way of communicating historical experiences.