Yukon is unique in Canada for its four orders of government—federal, territorial, First Nation and municipal. Determining the differences in communication characteristics, strategies, mechanisms, and processes of the governments can assist with effective communication among them, leading to new opportunities. Interviews with 20 participants representing elected, appointed, and senior staff positions from four orders of government extracted thoughts and experiences on intergovernmental communication through the phenomenological tradition. Strong internal communication complements effective external communication; government individuals do not understand all the structures and processes of other governments, but instead make assumptions that can create friction and conflict while a sincere desire to improve communication is evident. Lack of time, capacity, and knowledge are contributing factors to poor communication efforts. Interpersonal communication is the key to establishing stronger relationships and rebuilding trust. Recent self-government status for Yukon‘s First Nations provides opportunities for expansion and inclusiveness of intergovernmental communication. Key words: intergovernmental communication, interpersonal communication, Yukon governments, relationships.

This qualitative phenomenological study involving in-depth interviews with seven educators in K-12 and higher education examines the role that the microblogging service Twitter plays in the formation and development of Personal Learning Networks (PLN) among educators. A double hermeneutic data analysis shows that Twitter plays a role in the formation and development of PLNs by allowing educators to; engage in consistent and sustained dialogue with their PLN, access the collective knowledge of their PLN, amplify and promote more complex thoughts and ideas to a large audience, and expand their PLN using features unique to Twitter. This research also examines the nature of a PLN and shows that participants believe their PLN extends beyond their Twitter network to encompass both face-to-face and other ICT mediated relationships. Secondary research questions examine how Twitter differs from other social networking tools in mediating relationships within a PLN, what motivates an educator to develop a PLN, how trust is established in a PLN, what the expectations of reciprocity are within a PLN, and what is the nature of informal learning within a PLN. Keywords: Twitter, microblogging, Personal Learning Network, PLN, informal learning

This descriptive, phenomenological case study presents the perspectives of small-scale coffee producers in Guatemala regarding cooperative membership, sustainable coffee certification programs and the role of ANACAFE. The viewpoints of two producer cooperatives are described based on participant observation, semi-structured interviews and focus groups. Through content analysis the transcribed data were categorized and summarized, and emergent themes are discussed. Advantages to cooperative membership include access to finances, information, cost sharing and expanding direct-trade relationships. Challenges identified are securing finances and attracting new membership. Certification programs may be desirable, but access to information regarding program types is limited. Participants feel that standards do not reflect cultural differences, and the producers question who actually receives the advertised price premiums. The use of best-practices incorporating the social, environmental and economic principles of certification programs is preferred. ANACAFE is a source of technical information and funding but resource access is selective and limited.