Reaching at-risk populations: The inconsistency of communication channels among American Indian tribes and nations in Oklahoma

While according to Census figures American Indians are considered a single minority group, not all tribes within the racial classification of American Indian have the same access to information and resources. This study exposes the inconsistent availability of communication channels among American Indian tribes and nations and the use of available channels for disseminating diabetes awareness, prevention, and treatment messages. Findings imply that health communication campaigns targeting at-risk groups should first identify and assess the ethnic communication channels available to the population, and inclusion of these channels should be essential in the health communication campaign; however, practitioners cannot assume equality of access and availability of these channels within a minority population.     

Dialogic communication in 140 characters or less: How Fortune 500 companies engage stakeholders using Twitter

The current study extends the investigation of online relationship building by examining how Fortune 500 companies use the popular social network site Twitter to facilitate dialogic communication with stakeholders. A content analysis of a random sample of the Twitter profiles maintained by Fortune 500 companies (n = 93) and individual tweets posted on those profiles (n = 930) examined the use of dialogic features within the Twitter profiles as well as the individual tweets. Results indicated that organizations that have a dialogic orientation to Twitter use (61%) employed the principle of conservation of visitors to a greater degree and generation of return visits to a lesser degree than organizations with a non-dialogic orientation to Twitter (39%).     

The influence of corporate social responsibility and customer–company identification on publics’ dialogic communication intentions

The purpose of this study was to examine the effects of consumers’ perceptions of the company's corporate social responsibility on their intentions to engage in dialogic communications with a company (i.e., feedback), and to investigate the mediation role of their identification with the company in such effects. The findings indicated a significant relationship between corporate social responsibility and publics’ intentions to engage in dialogic communications. Also, customer–company identification was found to mediate such effects.     

The influence of perceived shared risk in crisis communication: Elaborating the situational theory of publics

The study explored whether perceived shared experience with a media portrayal could influence various cognitions—such as concern, sense of personal involvement, and desire to learn more—that are important for behavior change. This research used the situational theory of publics in order to evaluate whether perceived shared risk is an antecedent to the factors leading to communication behavior. In general, the findings from this experiment supported the idea that shared risk experience with portrayals in news coverage has the potential to influence problem recognition, involvement recognition, and a new variable that combines information seeking and processing: that of information gaining.     

On Being Jewish at a Jesuit University: Reflections on Organizational Cultures

This article provides reflections on the intersection of religion, identity, occupation, and organizational culture as it occurred in my professional life.     

以学生为中心的主题教学模式在英语专业精读课堂的应用与分析

通过刻录光盘和问卷调查的方法,对采用“以学生为中心的主题教学模式”的英语专业精读课堂教师引导、学生交互、活动方式等方面进行系统分析。研究结果表明,与以教师为主导的传统教学方法相比,以学生为中心的主题教学模式能更充分调动学习者的主观能动性和创造性,给学习者提供更多的双向交际的机会,营造一个更好的语言习得环境,因而更有利于英语专业学生的语言习得,提高语言综合应用的实践能力。     

大学英语教学中"3C"文化导入法的应用

培养学生的跨文化交际能力是外语教学的目的之一。＂3C＂文化导入法正是实现这一目标的有效教学手段。这一方法主要包含文化旁白、文化包和文化丛三种形式。文章以大学英语教学为研究对象,对课堂教学实例进行分析,其结果表明,＂3C＂文化导入法对于提高学生外语水平以及培养学生跨文化交际能力的过程中起到了十分重要的作用。     

新闻与宣传的关系及其处理

新闻与宣传有不同的内涵、作用、要求和方式、出发点和直接目的,两者又相互联系、相互影响。把两者混为一谈既损害新闻的质量和作用、媒介的公信力和社会信任,也损害宣传效果。要让两者各司其职,按各自的规律,正确处理其矛盾,科学地认识和把握用新闻做宣传、“典型报道”与宣传、“后真相”与宣传等问题。     

Scholarly Communication 2.0: Exploring Researchers' Opinions on Web 2.0 for Scientific Knowledge Creation, Evaluation and Dissemination

This paper presents the results of a survey aimed at gauging the potential acceptance of a collaborative and Web 2.0 inspired scholarly communication sector. While this sector has seen the birth of a multitude of innovative initiatives, there is still little empirical evidence of the acceptance of such initiatives by researchers. We received 349 completed questionnaires from researchers of many different disciplines. The results of the survey show that there is a strong positive attitude towards Web 2.0 and open publishing approaches. However, the major challenge still resides in combining free dissemination of results with robust and reliable quality control mechanisms.     

Integrating the teaching,learning and assessment of communication with children within the qualifying social work curriculum

Qualifying social work education must provide students with a variety of experiential, personalized, participatory, didactic and critically reflective learning opportunities across both the taught curriculum and in practice placements if deep learning of the capabilities needed for effective communication with children and young people is to be ensured. At present, programmes in England are not consistent in the curriculum structures, content and pedagogical approaches they are employing to teach and assess this topic. This paper discusses first how current proposals for the reform of qualifying education in England do not address the ambiguities and discretion in regulatory guidance, which have meant that the place and relevance of this topic within the curriculum remain uncertain and contested. It then draws on a model of the sequencing of students' learning and development in qualifying training, developed through the author's recent empirical research, to present an integrated and coherent approach to the teaching, learning and assessment of this topic. It is proposed that this strategy will enable students to develop the generic, ‘child‐focused’ and ‘applied child‐specialist’ capabilities they need for the ‘knowing’, ‘being’ and ‘doing’ of effective communication with children.