The purpose of this problem is to give further meaning to the phrase ''in the public interest" as it applies to radio programs. This study will answer the following questions: What are the opinions of the Federal Communications Commission on broadcasting in the public interest? What are the opinions of authorities recognized by broadcasters on the meaning of "in the public interest"? What are the opinions of some station managers in California on the meaning of the phrase "in the public interest"? What services can radio programs give the listener that might be termed "in the public interest"? In the opinions of station managers in the United States are the services radio programs give, as determined by the listening surveys, in the public interest?

It was the purpose of this study (1) to investigate the radio listening and television viewing habits of seventh, eighth; and ninth-grade students at Daniel Webster Junior High School, Stockton, California, (2) to determine whether there was a relationship between grades received at school and the amount of time spent listening to the radio and/or watching television; and (3) to show whether there was any direct application of radio listening or television viewing in their academic work.

This qualitative research study is an exploration of how college students navigate code-switching between their home and academic environments. Data were collected from five participants using interview and small group methods. Through the lenses of Coordinated Management of Meaning (CMM) and Memorable Messages (MM) frameworks, the researcher explores how key MMs affect how participants coordinate and manage meaning in communications with others in their home and college environments. Findings were fourfold: 1) participants chose between following established and creating new rules when code-switching; 2) participants shared experiences and strategies regarding knowing when and how to code-switch; 3) preparing audiences for information disclosure was a key element of code-switching and 4) there was a need for community and a space of non-judgement for students who experience large differences between their home and academic cultures.

Analysis and perceived severity of risk influences organizational decisions to anticipated threats. As economic development and technology improve our standards of living, they also create new challenges to conceptualizing concrete and abstract threats. Organizations that face new threats, along with agencies that oversee these organizations, produce tightly coupled systems that increase risks for direct, indirect, and future stakeholders (Perrow, 1999). Natural disasters, political misbehavior, organizational corruption, financial collapse, food and water contaminations, chemical or nuclear accidents, international tension, to name a few, all present risks and challenges. Unfortunately, many of these situations endanger the lives and well-being of persons. The ability of individuals to conceptualize, prioritize, and respond to myriad threats ultimately determines their risk perception and intention to act accordingly. Individuals often exaggerate some risks, while failing to acknowledge the severity of others (Sandman, 1989; Lachlan & Spence, 2007). This study will contribute to the understanding of subjectively constructed threats by examining three specific perceptual crises: A hoax, near miss, and risk misconstrual event. Each of these cases relies on robust newspaper descriptions, content analysis of media, and confirmatory organizational interviews. They are documented through a level of legislative action to determine real and structural changes incurred from perceptual crises. From these investigations this dissertation articulates how perceptual crises challenge organizations and governments, ascertains the viability of actional legitimacy theory, and observes variance in communication challenges between differing crisis contexts. These expectations encompass both applied and theoretical contributions.

Organizational-public relations discourse is changing given the advent of social media, and corporate statements are evaluated under different criteria in the digital age. Grounding Budweiser’s response to controversy over their 2017 Super Bowl advertisement in terms of consumer expectations for corporate social responsibility provides a new perspective for approaching Bostdorff and Vibbert’s (1994) conceptualization of values advocacy. This study recognizes the power of the rhetorical stakeholder, a discursively created public, and demands re-evaluation of the values common to society from a co-creational OPR perspective. Conceptualizing dialectic values advocacy outlines the changing values among contemporary, common stakeholders as well as the means for communicating these values superficially to promote unanimity among publics and organizations. Previously successful universal values like unity and patriotism have since been replaced with sensationalism and discord; formally engendering these values through ambiguous controversy allows an organization to strategically construct audience perceptions of reputation.

This study seeks to understand the social interaction of small talk in two different countries. Defining small talk as 'phatic communion' and 'social talk' as contrasted to 'core business talk' and 'work-related talk,' Holmes (2000) claims that small talk in the workplace is intertwined with main work-talk. Small talk can help build solidarity and rapport, as well as maintain good relationships between workers. Much of the research on small talk has been focused on institutional settings such as business and service interactions; thus, there is a need for research on non-institutional small talk between participants without established relationships. This study compared how native English and Japanese male speakers interact in small talk that occurs during the initial phase of relationship formation, when interlocutors who have just met are waiting for a shared purpose. I analyzed their unmonitored small talk interaction in order to examine what types of topics they discuss and how conversations actually occur. I also conducted interviews to obtain information on perceptions of small talk and examined how these perceptions reflect different social norms and values pertaining to small talk in real-life settings. The data on the characteristics of small talk come from the pre-interview conversation between two participants, and the data on perceptions about small talk come from the interviews. The topics discussed differed between the U.S. and Japanese pairs. The U.S. pairs had "Informational Talk" elaborating on class details such as professors, systems, materials, or class content. The Japanese pairs, on the other hand, had "Personal Informational Talk," talking about personal matters such as study problems, worries, gossip, and stories. Furthermore, the Japanese pairs tended to have many pauses/silences compared to their English-speaking counterparts (the average frequency of pauses per conversation were 6 for the U.S. participants and 16 for the Japanese), presenting the impression that the Japanese pairs might have been uncomfortable and awkward. However, one similarity was that both groups discussed topics on which they shared knowledge or discussed the research study in which they were participating in order to fill silence during small talk with strangers. The most prominent result from the interviews is that interactions with strangers are completely normal for the U.S. participants, while for the Japanese participants such small talk with strangers makes them feel surprised and uncomfortable. The U.S. participants have numerous experiences with and are aware of the small talk occurring in everyday life, and they commonly discuss impersonal subjects; that is, their talks tend to be about factual information. The Japanese males, on the other hand, reported that they do not commonly talk with strangers; they need a defined place or reason to talk in order to converse openly and exchange personal information. However, in the actual pre-interview small talk, they incrementally came to know each other and started to discuss personal concerns and gossip about friends. This study has shown that small talk can be viewed as a locus where cultural differences in social norms are reflected.

The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school of Engineering and Applied Science. This study asked 31 instructors from business and engineering to assess which language skills--reading, writing, listening or speaking--were most important to success in their undergraduate and graduate classes; how they used the language skills; how international students performed in their classes compared with native speaking students; and to describe any critical incidents which appeared to have been caused by lack of comprehension of orally-presented materials. Interview questions were designed to establish a profile of each class and assess the relationship between the amount of culturally-embedded vocabulary and the degree of difficulty experienced by non-native speaking students. Three patterns emerged from the research. First, the ranking of language skills followed results of earlier national surveys showing the importance of reading and listening. All faculty ranked reading the "most important" language skill; reading and listening were ranked equally "most important" by engineering faculty; and writing varied by level and discipline; and speaking was ranked "least important" by all faculty. Second, all faculty ranked textbooks the preferred use of reading skills; note taking was the most-used listening skill; and class discussion was the mostused speaking skill. Writing activities varied by level and discipline, although reports and essay answers were the most frequently mentioned uses. Third, faculty said international students performed better in quantitative than qualitative classes. Within both disciplines, classes which manipulated numbers were less problematic than those which manipulated language with culturally-embedded context or vocabulary. Implications for ESL curriculum design suggest emphasis on skills considered most important by academic faculty.

As Western business increases in China and China acquires more technology from the West, the need to effectively train the Chinese workforce becomes more important. Identifying and understanding the perceived problems that Western corporate trainers encounter when they train Chinese may lead to more effective and efficient training programs. This study examines the experiences of trainers, working for American companies, who have designed and implemented training programs for Chinese from the People's Republic of China. The purpose of the study is to identify perceived problems the trainers encounter and to determine whether differences between Chinese and American cultures may account for these problems. Hofstede's Value Dimensions of Cultural Difference and Hall's Low-High Context Communication Schema are used to analyze the dimensions of cultural difference operating between the trainers and students of these training programs. Hofstede's and Hall's rating of U. S. culture as an individualist, moderately low power-distance, moderately weak uncertainty-avoidance, low context culture contrasts with the collectivist, moderately high power-distance, moderately strong uncertainty-avoidance, high context Chinese culture. Hofstede suggests that when a trainer from a culture with the American configuration trains students from a culture with a Chinese configuration several problems are likely to occur. Specific examples are included in the text. In-depth interviews, lasting between two and three hours, were conducted with nine trainers working for eight American companies. The data were analyzed using an ongoing constant comparative method which produced evolving problem categories and themes. In the final analysis of the data, three major problem categories, each with several subcategories, emerged. The major problem category, Power and Authority includes problems dealing with, Bureaucratic Maze, Decision-making, Getting Things Done, Communication, and the Chinese system of Connections. The second major problem category, Training and Learning Problems describes problems pertaining to Language, Training and Learning Processes, Problem-solving, Technical Sophistication, and Selection of Trainees. The third major problem category, Work Attitudes and Behavior addresses problems relating to Motivation, Responsibility, and Work Habits. Using Hofstede's Dimensions of Cultural Differences and Hall's Low-High Context Communication Schema, a sample of the most salient problems are analyzed for cultural differences between Chinese and American culture. Hofstede's and Hall's theories identify various dimensions of cultural differences between China and the U.S. which potentially lead to problems in a training context. The research revealed several perceived problems common to trainers of Western companies in training Chinese from the People's Republic. This study concludes that many of these problems can be explained in terms of the cultural differences identified by Hofstede and Hall. Finally, recommendations are made concerning both design and implementation of more effective training for Chinese. Possibilities for future study are suggested.

The values and beliefs involved in Islam maintain that religion is embedded in everyday life. Students from countries which subscribe to the tenets of Islam may have a difficult time adjusting to the secular society of the U.S. This study is concerned with the interrelationships among events perceived as stressful, the ways of coping with stress that are reported as most often used, and the reported level of satisfaction with living in the U.S. for the Muslim Arab international students in this study. A four page survey questionnaire was used as the instrument. The questionnaire was filled out by 102 Muslim Arab international students regarding the areas of stressors, coping strategies, satisfaction with living in the U.S., and individual descriptors. None of the hypotheses were supported with statistically significant results. Of the subjects, 83% reported that they did not receive any intercultural pre-sojourn training. Presently, pre-sojourn intercultural training does not aid in reducing the stressful situations experienced by these subjects (Hypothesis 1). The frequency of emotion-focused coping does not decrease when the perceived effectiveness of presojourn intercultural training increases (Hypothesis 2). Limited knowledge and standardized research in this area may contribute to the lack of success of intercultural training. Additional time spent living in the U.S. does not reduce the communication-related stressors Muslim Arab students experience (Hypothesis 3). Although research indicates the longer people live in a foreign culture, the more they learn the rules and norms and therefore become acculturated (Samovar and Porter, 1988), the additional considerations a Muslim Arab international student may have to deal with could override the positive effects of time. The frequency of emotion-focused coping does not substantially decrease the longer amount of time a student has lived in the U.S. (Hypothesis 4). stress is a part of any student's life. For Muslim Arab international students living in the U.S., the basic value system provided by the belief in Islam appears to be related to coping with stressful situations (Hypothesis 5). However, the results were not significant. As the variety of coping strategies increases, the variety of stressors does not decrease (Hypothesis 6). Rather, as the variety of stressors increases, so too does the variety of coping strategies. It appears that students who experience more stressors respond by using more coping strategies. Satisfaction was correlated with neither coping strategies nor stressors. One would expect satisfaction to be positively related to coping strategies (Hypothesis 7), but there was no relationship. One would also expect satisfaction to be inversely related to stressors (Hypothesis 8), but there is no relationship. Satisfaction was measured by the extent to which subjects would want to remain in the U.S., and if they would recommend a loved one to study in the U.S. Based on the highly obligatory social structure that exists in many Middle Eastern countries, contemplating remaining away from one's family and friends may not have been acceptable. Difficulties associated with living in the U.S. as an international student may have also led subjects to report they would not recommend a loved one to study in the U.S. In conclusion, there are three important results that can be drawn from this study. First, with respect, at least, to the Muslim Arab international students in this study, there is no way to empirically discriminate between different categories of stressors or different categories of coping strategies. Second, denial and wishful thinking are not effective coping strategies. Third, direct problem solving is clearly the most effective way for the Muslim Arab international students in this study to cope with stressors while living in the U.S.

This study attempted to selectively stimulate and record from either the amphibian or basilar papillae of Rana pipiens. Computer-generated, frequency-specific clicks were used to elicit BSER's from either amphibian or basilar papillae. Narrowband noise fatiguers were presented in the frequency region of which each papillae are tuned. It was expected that a threshold shift would be elicited in the papillae that received the acoustic trauma, and that no threshold shift would be observed from the collateral papilla. The results of this experiment indicated that there was no overall difference between the threshold shift of either papilla. Furthermore, the amount of AP threshold shift was relatively constant regardless of whether the fatiguer bandwidth was overloading the amphibian or basilar papillae. By contrast, the amount of BP threshold shift was greater when proceeded by a fatiguer with a bandwidth corresponding to the BP tuning region than by a fatiguer with a bandwidth corresponding to the AP tuning region. Additionally, curare maximized the amount of BP threshold shift following fatiguing noise presented with a bandwidth to which the AP is tuned.