By conducting this theory-based empirical study, gathering data from working negotiators in the US and Canada, I have determined what primary dynamic activities, communication skills, and negotiation tools are used by hostage/crisis negotiators. Negotiators implement their negotiation and decision strategies differently depending on whether the situations they deal with are instrumental or expressive. I have determined which elements of negotiations and factors affecting negotiations differ while handling instrumental and expressive hostage situations. I found that the collected data did not reveal any significant relationship between handling instrumental/expressive hostage situations differently and belief in the elements of Brenda Dervin's and Shannon-Weaver's theories. I have also determined that the belief in the elements of the Dervin's and Shannon-Weaver's theories is workable and practical for negotiators to use. Based on the above findings, the model suggested by this research adds the elements and directives of Dervin's and Shannon-Weaver's models to the common approach used by the negotiators. This revised model suggests that the negotiators pay attention to the dynamics of the interactions presented between the two parties: the negotiators themselves and hostage takers. The revised model also recommends that the negotiators focus on not only the hostage takers behavioral characteristics, psychological conditions, and criminal history but also on the meaning of the sent message and the interaction itself as performed between the two parties. This perspective enables the negotiators to look at the negotiation process as information and communication process. We are not ignoring the fact that hostage negotiation is a format of extreme information management. By looking at such an extreme case, we can add to our understanding of Dervin's and Shannon-Weaver's perspectives in order to see the hostage negotiation process from a wider perspective. The revised model is not an alternative approach to the common approach most negotiators use. Instead, the revised model uses the perspective and directives of the common approach and extends its meaning and content by also focusing on Dervin's sense making theory and Shannon-Weaver's communication model perspectives. The use of the perspective of this revised model is one more tool for the negotiators to use in order to promote new ways of looking at hostage negotiation resolutions.

During the last few years, Cancel culture became a significant part of the social mediaculture. The new phenomenon aims to call out people or companies that have acted in a wayt hat does not go with the values of the consumers, which leads to a canceling. Companies got canceled and had to adjust their crisis communication to the consumers in order to repair the companies image. The consumers in question are mainly Millennials and Generation Z who tend to be ethical consumers that focus on social injustice. This leads to bigger pressure on companies to act and adjust their crisis communication accordingly. The purpose of this study is to investigate what kind of crisis communication could be used during a canceling. A statement from two canceled companies, Oatly and Starbucks, will be examined based on their crisis strategies and rhetorical strategies. Both companies claim that their actions in areas, such as climate change and social injustice, are correct and they try to convince thee thical consumers that they can be trusted as an ethical company. The study revealed that both companies used established strategies in their crisis communication, which did differ from one another. Both companies claim that their actions in areas, such as climate change and social injustice, are correct and they try to convince the ethical consumers that they can be trusted as an ethical company. Oatly communicated in a transcendent way and stood firmly by their actions, whereas Starbucks promised to change their actions.

<p>This study explores how working moms show resiliency in the age of social media; consumed by the pressures to excel in their careers and in raising their families. Fifteen self-identified working moms are interviewed about their reason(s) for working, their purpose behind their social media usage, the challenges and rewards of being a working mom, their definition and their assumption of society’s definition of what a working mom is, and how they overcome tough days.  The following themes emerge: moms assessing situations, moms adjusting their daily lives, self-scrutiny, money, expectations, the influence on the children, and the gleaning of humor not hate from social media platforms. These themes are supported by participant voices and existing literature to add to research surrounding this important topic. Limitations and future directions are also discussed. </p>

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The purpose of this study is to gain knowledge and provide information about the attitudes that young females have about influencers and influencer marketing, but also to examine the factors that persuade them to a purchase that they have been exposed to through influencer marketing on Instagram. The study has a qualitative method and was made by three focus groups. Every group was composed with four participants between the age of 16 to 18 years. The conclusion of this study is that overall there is a positive attitude towards influencer marketing since it is believed to open up to a more personalized commercial. Factors such as maintaining a good relationship between the influencer and their followers is crucial for followers to perceive the collaborations with companies as genuine and accepting the information. The participants are considered to be aware about the influence and therefore can control how much they want to be affected. The influencer has the opportunity to create new needs in the consumer minds, but whether it leads to a purchase are also often affected by events like the surroundings, personal thoughts or unforeseen events.

This paper examines the roles of technical communicators and writing center consultants in regards to their identities and the expertise that they bring to what they do. Both fields have struggled with a lack of understanding surrounding what their positions entail and more importantly how they perform in their roles. With this in mind, the goal of this paper is to analyze how the growth of each field and the variations of each position contribute to the issue of identity. Furthermore, as a result of the identity problem that faces each position, I suggest using the theory of liminality, communication theory, and genre theory to examine more closely how technical communicators and writing center consultants approach the work they do. Technical communicators and writing center consultants perform very similar roles in their respective fields. Both positions have the ability to contribute to various fields through the work that they do. Technical communicators have the ability to communicate in multiple areas without necessarily being subject matter experts in the areas they participate in. The same holds true for writing center consultants who may, in one day, assist students in multiple subjects without necessarily having specific disciplinary knowledge of each area addressed. Outsiders do not understand how technical communicators and writing consultants can communicate within an unfamiliar field, which creates a main area of controversy for both roles. Using the three theories mentioned above, I make an argument for just how it is possible for them to perform in this capacity. By focusing on how technical communicators and writing center consultants perform in their roles instead of on their writing, their identity and expertise becomes clear and confusion surrounding each field can be banished. Although technical communicators and writing consultants both face similar challenges, their responsibilities differ in ways that affect how these theories apply. Still, all three theories illuminate how rhetoric provides the basis for expertise in both technical communication and writing centers.

Combined with advancements in technology, prior research investigating the teacher-student relationship has radically changed the way we teach and learn in online education. This study examined the way teacher self-disclosure (TSD) influenced student motivation to enroll in an online course and altered their affect, or feelings, toward the teacher when applied within a purely online learning setting. The experiment took place online and was built within a Boston University’s learning management system (LMS), Blackboard Learn. In the online environment, TSD was controlled to provide high levels of male and female TSD in two treatment groups and a complete absence of TSD in two control groups. Out of the 336 Master of Social Work (MSW) students that responded to the recruitment email, 84 students were placed in one of four online settings led by fictional male and female teachers. Students in the treatment groups were granted access to male or female TSD via a Meet the Professor tab within the online learning environment. This tab provided students with access to content collected from social media websites, such as LinkedIn, Pinterest, YouTube, and Twitter on a single web page. The social media content displayed personal and professional information about these fictional instructors and were used to create TSD in the sample online course. The study participants were instructed to explore their assigned sample course not including (control) or including (treatment) TSD. Before and after exploring the sample course, participants completed pre- and post-surveys measuring their motivation to engage in the online course materials, their affect toward the teacher (ATT), and their perceptions of TSD within the online learning environment. Hypothesis testing using ANCOVA, correlation, t-test, and Chi-squared procedures revealed no statistical significance. Findings include recommendations for methodological requirement need to explore the complexities of the teacher-student relationship within a purely online learning environment.

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Indiana University-Purdue University Indianapolis (IUPUI) / In recent years, there has been an increase in special education complaints filed against school corporations for noncompliance with the terms of the Individualized Education Plan (IEP) established in a Case Conference Committee meeting. Case Conference Committees include parents/guardians, Specific Learning Disabilities (SLD) students, and educators. Parents/guardians are equal partners to the school corporation when developing the IEP. Disagreements within Case Conference Committee (CCC) meetings can lead to strained relationships. During Case Conference Committee Meetings, parents/guardians may disagree with educators related to managing the student’s IEP (Indiana Department of Education, 2021). Consequently, a parent/guardian of a SLD student may file a complaint or due process hearing resulting from poor communication between parties during or after a Case Conference Meeting (McQuerrey, 2019). The Critical Organizational Communication Theory was applied in exploring if parents/guardians experienced the Indiana IEP Resource Center’s common issues in CCC meetings including: the lack of (1) Communication, (2) Preparation, (3) Clarity, (4) Respect, and (5) Transparency. A narrative approach was used to tell the stories of parents/guardians and SLD students’ experience in CCC meetings.