The Social Profitability Index in Communication (IRSCOM): Measuring for change

This article presents the construction of Social Profitability Index in Communication (IRSCOM), which aims to collect values linked to the operation of the media, rejecting the mercantilist vision and enhancing citizen participation and transparency in its management. This indicator is a proposal that seeks to correct deficiencies in the social profitability of the media to consolidate models that respond to logic focused on building democracy, the strength of plurality and diversity.

Production and presence in the countries of Central America in Scopus on the theme of Documentation in Social Communication (1986-2013)

Describes and analyzes the results obtained after analysis of the publications present in Scopus data base and used that tool rankings generated by the research group Scimago on the production of the different countries of Central America on the issue of documentation the means of mass communication. Performed a comparative about different countries in the region and the scientific analyzes. Finally, and given and data analysis, a number of recommendations are made to improve the production and the presence in indexed database.

Questioning the merits and demerits of electronic communication in Social Work

This paper examines the social dynamics of electronic exchanges in the human services, particularly in social work. It focuses on the observable effects that email and texting have on the linguistic, relational and clinical rather than managerial aspects of the profession. It highlights how electronic communication is affecting professionals in their practice and learners as they become acculturated to social work. What are the gains and losses of the broad use of electronic devices in daily lay and professional, verbal and non-verbal communication? Will our current situation be seriously detrimental to the demeanor of future practitioners, their use of language, and their ability to establish close personal relationships? The paper analyzes social work linguistic and behavioral changes in light of the growth of electronic communication and offers a summary of merits and demerits viewed through a prism emerging from Baron���s (2000) analysis of human communication.

Crisis communication in politics: forgiveness as image restoration tool

Crisis communication is a widely treated field. There are lot of works and guides which provide helpful information in order to face crisis situations successfully (Alcat, 2005, Benoit, 1997) and articles about case studies (Nespereira, 2014, Blaney y Benoit 2001). Nonetheless, most of times, these guides are focused on business or corporations (Abeler, 2010) and there are not such information about crisis communications in politics (Gaspar e Ibeas, 2015). The field is smaller if we speak about forgiveness as restoration image tool in politics (Harris 2006). Despite all, we live in ���forgiveness era��� as Krauze said (1998) where people demand to politicians to apologize when they have mistakes (Harris et al. 2006:716). So, we will try to make an approach to forgiveness in politics as a image restoration tool and analyze its capabilities in order to face crisis management.

Chemotherapy patient perception regarding communication with the healthcare staff

Purpose: To qualitatively explore the communication between healthcare professionals and oncology patients based on the perception of patients undergoing chemotherapy.Method: Qualitative and exploratory design. Participants were 14 adult patients undergoing chemotherapy at different stages of the disease. A socio-demographic and clinical data form was utilized along with semi-structured interviews. The interviews were audio-recorded, transcribed and content analysis was performed. Two independent judges evaluated the interview content in regards to emerging categories and obtained a Kappa index of 0.834.Results: Three categories emerged from the data: 1) Technical communication without emotional support, in which the information provided is composed of strictly technical information regarding the diagnosis, treatment and/or prognosis; 2) Technical communication, in which the information provided is oriented towards the technical aspects of the patient���s physical condition, while also providing psychological support for the patients��� subjective needs; and 3) Insufficient technical communication, win which there are gaps in the information provided causing confusion and suffering to the patient.Conclusions: Communication with emotional support contributes to greater satisfaction of chemotherapy patients. Practical implications: the results provide elements for the training of healthcare professionals regarding the importance of the emotional support that can be offered to cancer patients during their treatment.

The Narrative Value of Dance Communication: "habitus", musicality and emotion

The richness of dance comes from the need to work with an individual body. Still, the body of the dancer belongs to plural context, crossed by artistic and social traditions, which locate the artists in a given field. We claim that role conflict is an essential component of the structure of collective artistic creativity. We address the production of discourse in a British dance company, with data that spawns from the ethnography ���Dance and Cognition���, directed by David Kirsh at the University of California, together with WayneMcGregor-Random Dance. Our Critical Discourse Analysis is based on multiple interviews to the dancers and choreographer. Our findings show how creativity in dance seems to be empirically observable, and thus embodied and distributed shaped by the dance habitus of the particular social context.

Cloud Benchmarking For Maximising Performance of Scientific Applications

How can applications be deployed on the cloud to achieve maximum performance? This question is challenging to address with the availability of a wide variety of cloud Virtual Machines (VMs) with different performance capabilities. The research reported in this paper addresses the above question by proposing a six step benchmarking methodology in which a user provides a set of weights that indicate how important memory, local communication, computation and storage related operations are to an application. The user can either provide a set of four abstract weights or eight fine grain weights based on the knowledge of the application. The weights along with benchmarking data collected from the cloud are used to generate a set of two rankings - one based only on the performance of the VMs and the other takes both performance and costs into account. The rankings are validated on three case study applications using two validation techniques. The case studies on a set of experimental VMs highlight that maximum performance can be achieved by the three top ranked VMs and maximum performance in a cost-effective manner is achieved by at least one of the top three ranked VMs produced by the methodology.

Finding a Scientific Voice: Performing Science, Space and Speech in the Nineteenth Century

Taking as a point of departure recent scholarly interest in the geographies of spoken communication, this paper situates the cultivation of a scientific voice in a range of nineteenth-century contexts and locations. An examination of two of the century���s most celebrated science lecturers, Michael Faraday and Thomas Henry Huxley, offers a basis for more general claims about historical relations between science, speech and space. The paper begins with a survey of the ���ecologies��� of public speaking in which advocates of science sought to carve out an effective niche. It then turns to a reconstruction of the varying and variously interpreted assumptions about authoritative and authentic speech that shaped how the platform performances of Faraday and Huxley were constructed, contested and remediated in print. Particular attention is paid to sometimes clashing ideals of vocal performance and paralinguistic communication. This signals an interest in the performative 2 dimensions of science lectures rather more than their specific cognitive content. In exploring these concerns, the paper argues that ���finding a scientific voice��� was a fundamentally geographical enterprise driven by attempts to make science resonate with a wider oratorical culture without losing distinctive appeal and special authority

Integrated science and art education for creative climate change communication

An interdisciplinary field trip to a remote marine lab joined graduate students from fine arts and natural resource science departments to think creatively about the topic of climate change and science communication. We followed a learning cycle framework to allow the students to explore marine ecosystems and participate in scientific lectures, group discussions, and an artist-led project making abstract collages representing climate change processes. Students subsequently worked in small groups to develop environmental communication material for public visitors. We assessed the learning activity and the communication product using pre- and post-field trip participant surveys, focus group discussions, and critiques by art and communication experts of the products. Significant changes in knowledge about climate change occurred in program participants. Incorporating artists and the arts into this activity helped engage multiple senses and emphasized social interaction, as well as providing support to participants to think creatively. The production of art helped to encourage peer learning and normalize the different views among participants in communicating about climate change impacts. Students created effective communication products based on external reviews. Disciplinary differences in cultures, language, and standards challenged participating faculty, yet unanticipated outcomes such as potentially transformative learning and improved teacher evaluations resulted.

Rethinking Open Science: The Role of Communication

The first version of this text was presented in the ���Philosophy of Communication��� section at the ECREA���s 5th European Communication Conference, ���Communication for Empowerment,��� in Lisbon in November 2014. I would like to thank the audience for the lively post-presentation discussion.

Use of Products and Systems for Scientific and Technical College Education and Development for Industrial

Have been less than thirty years since a group of graduate students and computer scientists working on a federal contract performed the first successful connection between two computers located at remote sites. This group known as the NWG Network Working Group, comprised of highly creative geniuses who as soon as they began meeting started talking about things like intellectual graphics, cooperating processes, automation questions, email, and many other interesting possibilities 1 . In 1968, the group's task was to design NWG's first computer network, in October 1969, the first data exchange occurred and by the end of that year a network of four computers was in operation. Since the invention of the telephone in 1876 no other technology has revolutionized the field of communications over the computer network. The number of people who have made great contributions to the creation and development of the Internet are many, the computer network a much more complex than the phone is the result of people of many nationalities and cultures. However, remember that some years later in 19732 two computer scientists Robert Kahn and Vinton Cerft created a more sophisticated communication program called Transmission Control Protocol - Internet Protocol TCP / IP which is still in force in the Internet today.

Interaction and cooperative effort among scientific societies. Twelve years of COSCE

The evolution of knowledge and technology in recent decades has brought profound changes in science policy, not only in the countries but also in the supranational organizations. It has been necessary, therefore, to adapt the scientific institutions to new models in order to achieve a greater and better communication between them and the political counterparts responsible for defining the general framework of relations between science and society. The Federationon of Scientific Societies of Spain (COSCE, Confederaci��n de Sociedades Cient��ficas de Espa��a) was founded in October 2003 to respond to the urgent need to interact with the political institutions and foster a better orientation in the process of making decisions about the science policy. Currently COSCE consists of over 70 Spanish scientific societies and more than 40,000 scientists. During its twelve years of active life, COSCE has developed an intense work of awareness of the real situation of science in Spain by launching several initiatives (some of which have joined other organizations) or by joining initiatives proposed from other groups related to science both at the Spanish level and at the European and non-European scenarios.

Pedagogical interventions to overcome communication apprehension in employment interviews among career students.

Career programs in the Cegep system base their training on various learning activities, which are followed by a practicum. The objective is to achieve a certain number of competencies, deemed necessary by the Ministry of Education, for entry-level occupations in to the workforce. The Graphic Communications program offered at Champlain College Saint-Lambert is a three-year career program that leads to employment in the field of graphics. Many students have part-time jobs during their schooling period but most of those jobs do not relate to their field of study. Several graduates stated they were unable to persuade employers to hire them for an externship or stage at the end of their program. While jobs are important for their general skills, since they are not directly related to the field, these jobs may not have given the students a suitable model for the conduct of an employment interview. Practice interviews may be one of many successful training methods to lower communication apprehension (CA) levels. CA is defined as "an individual's level of fear or anxiety associated with either real or anticipated communication with another person or persons." This paper examines the literature on CA and employment interviews and evaluates whether pedagogical interventions, including monitored phone calls to employers and practice-videotaped interviews, allow students to feel more confident about interviewing for a future job. A qualitative tool was used to gather scientific measurements of the participants' levels of CA both at the beginning and at the end of the Career Planning course. Open-ended reflective journals gathered quantitative data on the impact specific instructional strategies had on the participants. The pedagogical interventions that were examined and tested were as follows: preparation of scripts, monitored phone calls, videotaped practice interviews, and inclass access to professional assistance. Results indicate that all interventions had a positive impact on lowering levels of CA. It is clear that positive conclusions were drawn by the students as to usefulness of these activities. Overall, participants who responded to the reflective journal questions felt positive about the contribution of this preparatory career course to their CA levels. The results of the quantitative tool were consistent with previous research and the analysis of the reflective journals gave additional support to the usefulness of the interventions on students' confidence levels. Recommandations for improvements to the curriculum include the need for students to be taugh formally about metacognition and how to monitor it. Students need to be exposed to videotaped interviews more often. They should be better prepared for unexpected interview questions, and they should experience formal rehearsals with one of their instructors before the actual practice interview. Some of these recommendations have already been successfully implemented in the program's curriculum.||R��sum��:Le but de ce travail ��tait de v��rifier si certaines activit��s p��dagogiques sont efficaces pour faire baisser le niveau d'anxi��t�� li�� �� la communication orale lors de leurs entrevues d'embauche. L'objectif des programmes techniques au Qu��bec est de fournir aux ��tudiants un certain nombre de comp��tences d��finies par le minist��e de l'��ducation, des Loisirs et du Sport afin que ces derniers puissent fournir des services de techniciens sp��cialis��s aux entreprises. Le programme nomm�� Office Systems Technology (412) du coll��ge Champlain de Saint-Lambert, a choisi la voie de la sp��cialisation en micro��dition et hyperm��dia en 1999 et a chang�� son nom pour Graphic Communications en 2005. Les programmes techniques au C��gep incluent un stage en milieu de travail �� la fin d'un programme de trois ans et par le fait m��me, une entrevue pour obtenir un stage en entreprise. La comp��tence vis��e par cette ��tude est l'int��gration au march�� du travail et le cheminement professionnel des ��tudiants. Lors d'enqu��tes informelles, plusieurs ��tudiants du programme ont fait part de leurs difficult��s �� trouver un stage en fin d'��tudes. Certains auteurs sugg��rent que ces ��tudiants n'ont pas de mod��les appropri��s lors de la tenue d'une entrevue d'emploi. Ils proposent de diminuer le niveau d'anxi��t�� li�� �� la communication orale lors d'entrevues d'embauche en offrant des pratiques d'entrevue aux ��tudiants. Cette recherche a examin�� la litt��rature au sujet de l'anxi��t�� de communication, plus pr��cis��ment lors d'entrevues. Elle avait pour mandat d'��valuer si les activit��s p��dagogiques d'un cours de pr��paration �� la carri��re ont ��t�� efficaces pour faire baisser les taux d'anxi��t�� en communication orale lors d'entrevues. En plus, une conseill��re �� l'emploi fut invit��e �� plusieurs reprises afin de fournir un support professionnel en classe, ��tant donn�� que les ��tudiants ne prennent pas n��cessairement le temps de consulter des professionnels en raison de leurs activit��s personnelles trop nombreuses. Le type d'enseignement ��valu�� est consid��r�� comme strat��gique, ��tant donn�� qu'il agit au niveau cognitif et m��tacognitif de l'��tudiant. Le cours de pr��paration �� l'emploi d��bute par la v��rification des acquis ant��rieurs des ��tudiants et il tient compte de leur motivation scolaire et professionnelle. De plus, il est ax�� sur la construction du savoir en proposant des activit��s de plus en plus complexes, d��butant par la r��daction de textes �� utiliser lors d'appels aux employeurs, en passant par la pr��paration et la pratique d'appels et se terminant par des entrevues d'emploi qui serviront de mod��le �� perfectionner par chaque ��tudiant. Ces entrevues se font avec des employeurs qui ont d��j�� embauch�� des ��tudiants du programme de Graphic Communications au coll��ge Champlain de Saint-Lambert et sont enregistr��es sur bande vid��o afin de permettre une visualisation ult��rieure et coh��rente avec les objectifs vis��s. La m��thodologie de cette recherche inclut deux outils, un quantitatif et un qualitatif. L'outil quantitatif permet de mesurer scientifiquement les taux d'appr��hension en communication des ��tudiants au d��but et �� la fin du cours de pr��paration �� l'emploi. Cet outil est la fusion de deux outils, le Personal Report of Communication Apprehension ou PRCA-24, qui fut d��velopp�� par McCroskey (1984), en tandem avec celui de Wongprasert & Ayres (2000), qui lui met l'accent sur les entrevues d'emploi. Les r��ponses �� cet outil combin�� sont ��valu��es sur une ��chelle Likert de cinq points. L'outil qualitatif est une s��rie de questions auxquelles les ��tudiants ont r��pondu quatre fois lors de la session. Les r��ponses �� ces questions ont ��t�� analys��es et les commentaires des ��tudiants ��valu��s. Il d��coule de cette analyse que les niveaux d'anxi��t�� des ��tudiants qui ont particip�� (14) ��taient d��finitivement �� la baisse en fin de cours. La pratique t��l��phonique structur��e, dans un laboratoire avec les t��l��phones, a ��t�� tr��s r��v��latrice pour les ��tudiants. Ils ont appris comment utiliser un script comme piste de d��part pour un appel et qu'il ��tait possible de contourner certains obstacles de fa��on professionnelle. Ensuite, lors d'une visite d'une compagnie de graphisme, ils ont pu observer divers mod��les d'emploi. Ils ont eu la possibilit�� de poser des questions sur le fonctionnement et les besoins de l'entreprise. Ceci facilita la r��daction de leur curriculum vitae en leur permettant de mieux d��crire leurs acquis en fonction d'emplois recherch��s. Par la suite, ils se sont pr��par��s pour une pratique d'entrevue, film��e. Les interviewers avaient d��j�� travaill�� avec le coll��ge et avaient d��j�� embauch�� certains ��tudiants de ce programme, donc ils connaissaient leur potentiel. Une liste de questions possibles fut sugg��r��e mais il n'en restait pas moins que les interviewers pouvaient les modifier, ceci ��tant repr��sentatif du march�� de l'emploi. M��me si le coll��ge fournit un enseignement en anglais, un des intervieweurs donna ses entrevues en fran��ais. Trois ��tudiants se sont port��s volontaires, mais deux ont constat�� qu'ils auraient d�� pratiquer leur script en fran��ais avant l'entrevue pour mieux diminuer leur niveau d'anxi��t��. Finalement, les ��tudiants durent visionner leur segment d'entrevue : ceci leur a permis de voir si leur attitude non-verbale concordait avec ce qu'ils ressentaient en entrevue et d'emmener les correctifs appropri��s. Les taux d'anxi��t�� furent v��rifi��s une deuxi��me fois en fin de session et les r��sultats ont d��montr�� une baisse des taux d'appr��hension. Les r��sultats de cette ��tude concordent donc avec ceux trouv��s dans la litt��rature et donnent de bonnes pistes pour l'am��lioration de ce cours de pr��paration �� la carri��re. L'auteur recommande d'enseigner la m��tacognition de fa��on formelle et ainsi de faciliter la prise de conscience des apprentissages que les ��tudiants effectuent. De plus, les ��tudiants devraient ��tre film��s en studio au moins une fois par ann��e pour diminuer le facteur de stress caus�� par les cam��ras et finalement ils pourraient certainement b��n��ficier de pratiques formelles d'entrevue avec un instructeur avant l'entrevue film��e. L'augmentation des pratiques a d��j�� ��t�� mise en oeuvre dans le programme et des r��sultats positifs se sont ensuivis.