Journal articles: 'Communication Advisor'

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Wrench, Jason S., and Narissra M. Punyanunt-Carter. "The Influence of Graduate Advisor Use of Interpersonal Humor on Graduate Students." NACADA Journal 28, no. 1 (2008): 54–72. http://dx.doi.org/10.12930/0271-9517-28.1.54.

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The current study is the fourth in a series on various components of advisor-advisee communication. In the latest study, the influence of a variety of communication variables on the graduate advisor–advisee interpersonal relationship is examined. Graduate students' perceptions of their graduate advisors' use of humor as it relates to other communication variables (nonverbal immediacy, social support, mentoring, and relationship satisfaction) were investigated. Results revealed a positive, statistically significant relationship between an advisee's perception of his or her advisor's use of humor and that advisee's perception of the advisor's nonverbal immediacy, social support, and mentoring as well as the relationship satisfaction reported by the advisee.Relative Emphasis: theory, research, practice

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Wrench, Jason S., and Narissra M. Punyanunt. "Advisee‐advisor communication: An exploratory study examining interpersonal communication variables in the graduate advisee‐advisor relationship." Communication Quarterly 52, no. 3 (2004): 224–36. http://dx.doi.org/10.1080/01463370409370194.

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Barnett, Susan, Scott Roach, and Martha Smith. "Microskills: Advisor Behaviors that Improve Communication with Advisees." NACADA Journal 26, no. 1 (2006): 6–12. http://dx.doi.org/10.12930/0271-9517-26.1.6.

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In writing this article, we wanted to provide advisors practical means with which to optimize their relationships with advisees. First, we describe behavioral microskills that can be used by advisors to enhance advising sessions. Attending behaviors (eye contact, vocal cadence and tone, verbal tracking, body language) and listening skills (asking questions, observing, guiding discussion, reflecting feelings) are two core microskills that advisors can practice. Use of these microskills has been shown to improve session effectiveness and strengthen the advisee-advisor relationship. Second, we present the results of a small-scale experiment that suggests that even modest training in microskills can benefit advising sessions. Relative emphasis: * practice, theory, research

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Mansson, Daniel H., and Scott A. Myers. "Mentoring Support and Relational Uncertainty in the Advisor–Advisee Relationship." NACADA Journal 33, no. 1 (2013): 54–60. http://dx.doi.org/10.12930/nacada-13-208.

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We examine the extent to which career mentoring and psychosocial mentoring received from their advisors relates to advisee perceptions of advisor–advisee relational uncertainty. Doctoral students (N = 378) completed the Academic Mentoring Behaviors Scale (Schrodt, Cawyer, & Sanders, 2003), the Mentoring and Communication Support Scale (Hill, Bahniuk, Dobos, & Rouner, 1989), and the Relational Uncertainty Scale (Knobloch & Solomon, 1999). The results of a series of Pearson correlational analyses indicate that advisees' reports of received career mentoring and psychosocial mentoring from their advisors are negatively related to their advisor–advisee relational uncertainty. These findings emphasize further the importance of advisors' provision of mentoring support for their advisees.

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Junco, Reynol, Jeanna M. Mastrodicasa, Alicia Vance Aguiar, Elizabeth Mae Longnecker, and Jeffrey Nils Rokkum. "Impact of Technology-Mediated Communication on Student Evaluations of Advising." NACADA Journal 36, no. 2 (2016): 54–66. http://dx.doi.org/10.12930/nacada-16-014.

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The field of academic advising lags behind other similar fields in the use of technologically mediated communication modalities shown to improve academic outcomes. We investigated student satisfaction with undergraduate advising by examining the ways communication methods, such as social media, between student and advisor relate to student satisfaction. Results showed that although advisors rarely communicated with students via social media, text messaging, or instant messaging, the number of face-to-face advising meetings was positively predicted by advisor use of instant messaging and text messaging and negatively predicted by their use of Facebook. Furthermore, e-mail communication positively predicted a student's positive view of the advising experience, but communicating through Twitter predicted negative views of advising.

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Widodo, Aan, Dadang Rahmat Hidayat, Anter Venus, Sigid Suseno, and . "The Pattern of Communication Legal Advisor with Defendant In Indonesian Courtroom." International Journal of Engineering & Technology 7, no. 3.30 (2018): 405. http://dx.doi.org/10.14419/ijet.v7i3.30.18343.

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This article aims to illustrate the pattern of communication between legal Advisor and the defendant in court as one form of communication in the courtroom. This study addresses the research question: how is the communication pattern of legal advisor with the defendant in the courtroom at the Central Jakarta District Court. This research uses qualitative research approach, research method is ethnography of communication, with an interpretive paradigm. The results of this study indicate that communication between the legal advisor with the defendant in the courtroom begins at the time of the indictment hearing, the hearing, the prosecution and the verdict. The form of communication that emerged in the trial process through advocacy. Advocacy is a form of communication of legal Advisor with the defendant, with the primary objective of providing an understanding to the defendant about the legal information and the punishment that the defendant will receive.

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Cross, Lydia Karakolidis. "Graduate Student Perceptions of Online Advising." NACADA Journal 38, no. 2 (2018): 72–80. http://dx.doi.org/10.12930/nacada-17-015.

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As online education continues to expand across the nation and world, studies on online learners need to continually address student needs for and satisfaction with advising. However, to date, academic advising for online education has been explored rarely. Therefore, this quantitative study was conducted on graduate students' perceptions of academic advising experiences in online education programs in terms of communication, academic advisor knowledge of support services, and academic advisor behaviors. The data indicated that students agreed to statements about academic advisors as effective and that they expected proactive, timely, and knowledgeable advising. Implications for advisors of online students and suggested strategies emerged from the data and may enhance current advising practices.

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Wilder, Sara. "Another Voice in the Room: Negotiating Authority in Multidisciplinary Writing Groups." Written Communication 38, no. 2 (2021): 247–77. http://dx.doi.org/10.1177/0741088320986540.

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Scholarship has shown that writing groups are important sites of authority negotiation for student writers, yet little empirical research has examined how groups negotiate authority through conversation or how these negotiations influence students’ developing expertise. Drawing on observations and interviews of an undergraduate thesis and a graduate dissertation writing group, I use the concept of “presentification” to analyze conversational moments in which group members referenced advisors, “making present” advisor authority to influence group collaborations. Specifically, I analyze these moments to show how writing groups can serve as low-stakes communities in which students negotiate their emerging sense of authority. I found that whereas less experienced writers looked to advisors to solve writing problems and used advisor authority to stand in for disciplinary expertise, more experienced writers voiced advisor guidance to help pose writing problems and negotiate their own stance as disciplinary experts. This study thus theorizes one process through which student writers negotiate emerging authority across sites of literate practice and in collaboration with others who may not themselves be members of the same disciplinary community.

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Price, Andrea. "Examining the role of and value placed on trusted advisors as viewed by the Chief Executive Officer: A case study on the trusted advisor." McMaster Journal of Communication 12, no. 1 (2020): 1–18. http://dx.doi.org/10.15173/mjc.v12i1.2382.

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Given its proximity to and relationship with the C-suite, the role of the trusted advisor is one that many professionals, both within and outside public relations management, aspire to. Perhaps it is for this reason that the trusted advisor, particularly as it relates to the role of the Chief Communication Officer, has received considerable attention in public relations research and academic literature. However, there appears to be a gap in the body of knowledge about the trusted advisor role from the perspective of the Chief Executive Officer. Accordingly, the purpose of this research study was to explore the value of trusted advisors as perceived by the CEO. Through interviews with five chief executives, this study provides insight into the overall nature and role of the trusted advisor relationship: how the individuals came to be trusted advisors; the qualities and abilities that made them suited to the role; and how the CEOs engage with and rely on them. These insights are viewed in relation to the literature on relationship management, the concept of trust, and the roles of the Chief Executive Officer and trusted advisor. The findings indicate that the CEOs saw trust as a critical and foundational element of the relationship. It is also evident that the trusted advisors were relied upon to provide direct and honest feedback. This includes the ability to challenge the perspectives of the CEO, which contributes to building a relationship based on mutual trust.  Keywords: Chief Executive Officer, trusted advisor, relationships, relationship theory, trust, value

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Walker, Ruth V., Alexandra I. Zelin, Carolyn Behrman, and Rachel Strnad. "Qualitative Analysis of Student Perceptions: “Some Advisors Care. Some Don't.”." NACADA Journal 37, no. 2 (2017): 44–54. http://dx.doi.org/10.12930/nacada-15-027.

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University-based academic advising at a large, Great Lakes state institution was designed to support first-year students' transition to college. We conducted individual interviews and facilitated story circles with 162 students to determine their perceived effectiveness of advising. Analyses revealed four overarching themes: student difficulty making the distinction between roles of high school guidance counselors and postsecondary academic advisors, advisor communication, student desire for a relationship, and advisor accessibility. On the basis of data gathered, we developed a model for understanding the formation and maintenance of student advising perceptions.

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Kyte, Sarah Blanchard, Elizabeth Collins, and Regina Deil-Amen. "Mindset Messaging: Fostering Student Support and Confidence through Micro-Messaging in Advisor Communication." NACADA Journal 40, no. 1 (2020): 36–48. http://dx.doi.org/10.12930/nacada-19-08.

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As academic advisors help students navigate academic challenges toward a degree, seemingly mundane interactions have the potential to shape students' beliefs about themselves and their abilities. This study examines whether subtle cues within messages from advisors may help students develop what Carol Dweck calls a growth mindset—the belief that ability is malleable through effort, strategy, and help-seeking—and lead to greater perceived support from advisors and student confidence. Drawing on focus groups and interviews with twenty undergraduate students at a large public university, this study offers empirical support for the positive impact that growth mindset language can have within advisor-student communication, as well as a set of practical recommendations for bringing these insights to day-to-day advising practice.

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Cornett-DeVito, Myrna M., and Kenna J. Reeves. "Preparing Students for Success in a Multicultural World: Faculty Advisement and Intercultural Communication." NACADA Journal 19, no. 1 (1999): 35–44. http://dx.doi.org/10.12930/0271-9517-19.1.35.

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U.S. academic advisors are challenged to adapt to the educational needs of a culturally diverse student body. They are expected to prepare advisees for success in a multicultural, multilingual world. Presented are key findings from counseling, advisement, and intercultural communication literature that are associated with multicultural competence, including the academic and modeling role of the advisor. The authors also provide a promising conceptual framework of standards that can guide advisors who want to increase their multicultural communication advisement competence and who want to create a more systematic and comprehensive approach to expanding multicultural advisement scholarship.

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Widodo, Aan. "Model Komunikasi Penegak Hukum dalam Ruang Persidangan di Pengadilan Negeri Jakarta Pusat." Jurnal Penelitian Komunikasi 22, no. 2 (2019): 139–54. http://dx.doi.org/10.20422/jpk.v22i2.660.

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The trial is one of the communication contexts in law enforcement. The process of law enforcement through trials contains aspects of messages, communicators, and purpose of communication as well as the unique communication events, which seen from the language and the communication process. The purpose of this study is to map the communication models for law enforcement in court as part of the law enforcement process. The approach used is qualitative research with ethnography of communication method. Data was obtained from participatory observation, interviews with informants, and document analysis in the Central Jakarta District Court. The result showed that the roles, interests, goals, and types of communication actors distinguished communication events in the trials. Communication actors as law enforcers at the trials consist of Judges, Public Prosecutors, and Legal Advisors who are interacting and communicating with each other. Interaction and communication in the trials in the study of communication ethnography theory developed communication models. The communication models are: (1) The law enforcement communication model in the courtroom consists of the communication of the judges, the communication model of the prosecutor, and the legal advisor communication model; (2) Communication model among law enforcers in the courtroom.

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Alfermann, Dorothee, Christopher Holl, and Swantje Reimann. "“Should I stay or should I go?” Indicators of Dropping Out Thoughts of Doctoral Students in Computer Science." International Journal of Higher Education 10, no. 3 (2021): 246. http://dx.doi.org/10.5430/ijhe.v10n3p246.

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Evidence in the literature indicates that doctoral candidates may experience increased levels of stress and worry about successfully completing their doctorate degrees. As a result, a significant number of doctoral candidates drop out. In our study with 424 doctoral students in computer science (113 women, 311 men), we ask about the frequency of dropout thoughts as an indicator of possible premature termination. By means of machine learning algorithms, we extract variables associated with higher or lower likelihood of dropout thoughts. In particular, satisfaction with advisor’s support, experiencing a crisis, professional self-efficacy, choice of advisor, and perceived meaningfulness of additional work tasks proved to be of central importance. Based on these results, we suggest taking steps to improve professional and social support for doctoral students. Recommendations include implementing more intensive supervision in the early stages of the doctorate, improve the match between doctoral candidates’ expectations and the requirements of the respective institute, monitor progress during the doctorate (e.g., with the help of an advisor agreement), and increase the qualifications of advisors to include leadership and communication skills.

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Wrench, Jason S., and Narissra M. Punyanunt-Carter. "Advisor–Advisee Communication Two: The Influence of Verbal Aggression and Humor Assessment on Advisee Perceptions of Advisor Credibility and Affective Learning This paper was presented at the 2004 National Communication Association Convention in Chicago, Illinois." Communication Research Reports 22, no. 4 (2005): 303–13. http://dx.doi.org/10.1080/000368105000317599.

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Wulandari, Sakila, Poningsih Poningsih, and Widodo Saputra. "Penerapan Metode Naive Bayes dalam Menentukan Pengaruh Penasihat Akademik pada Kelulusan Mahasiswa Tingkat Akhir." Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (September 30, 2019): 661. http://dx.doi.org/10.30645/senaris.v1i0.72.

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In the lecture there is a permanent lecturer who serves as an Academic Adviser namely a person whose job is to provide students with assistance in adjusting to lectures and assisting students in solving problems encountered during college by providing various alternatives for students. Students are required to have abilities and expertise. To achieve the objectives of final year students and also universities in graduating the best graduates, communication between students and lecturers is needed. Because it is very influential in training mentally students and is very helpful for students in completing their lectures. The influence of an academic advisor can actually be an important factor for final year students, but students may also consider it to have no effect on their graduation. So the Naive Bayes method, in order to find out whether Academic Advisers play an important role in the graduation of final year students, students are asked to fill out a questionnaire relating to the influence or not of the Academic Advisor on final graduation. It is hoped that this study can determine the effect or absence of Academic Advisers on the graduation of final year students, later the results of the output from this system can be an evaluation material for universities.

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Leach, Rebecca B., and Tiffany R. Wang. "Academic Advisee Motives for Pursuing Out-of-Class Communication with the Faculty Academic Advisor." Communication Education 64, no. 3 (2015): 325–43. http://dx.doi.org/10.1080/03634523.2015.1038726.

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O'Keefe Bazzoni, Jana. "The Electronic Internship Advisor: The Case for Asynchronous Communication." Business Communication Quarterly 63, no. 1 (2000): 101–7. http://dx.doi.org/10.1177/108056990006300111.

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Tretkoff, Ernie. "U.K. Chief Scientific Advisor Discusses Funding, Priorities, and Communication." Eos, Transactions American Geophysical Union 92, no. 18 (2011): 151–52. http://dx.doi.org/10.1029/2011eo180003.

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Almeatani, Mashael, Haya Alotaibi, Eman Alasmari, Maram Meccawy, and Banan Alghamdi. "Thesis Supervision Mobile System for Enhancing ‎Student-supervisor Communication." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 06 (2019): 4. http://dx.doi.org/10.3991/ijim.v13i06.9533.

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This paper investigates the problems facing masters’ students with their thesis writing phases and completion. This research seeks to provide a smart solution that is beneficial, both to the advisor and student(s). Survey and interviews were conducted among masters’ students to determine the challenges facing masters students in the course of their thesis writing phases and completion process. Based on the results of the survey and interviews, a concept model for thesis supervision system (TSS) was developed Providing an automated supervision system might encourage students and ‎advisors to communicate in an efficient way resulting in more quality of thesis outcomes and ‎reducing the delay in thesis process. Moreover, the user interface mimics the TSS process in an interactive way that illustrates how the application would be depicted when designed.

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Hawkins, Katherine. "Preliminary development of a measure of faculty/advisor communication apprehension." Communication Research Reports 8, no. 2 (1991): 127–32. http://dx.doi.org/10.1080/08824099109359884.

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Krase, Ethan. "“Maybe the communication between us was not enough”: Inside a dysfunctional advisor/L2 advisee relationship." Journal of English for Academic Purposes 6, no. 1 (2007): 55–70. http://dx.doi.org/10.1016/j.jeap.2006.12.001.

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Tharp, Derek T. "Potential Consumer Harm Due to Regulation on Financial Advisory Communication in the FinTech Age." Journal of Financial Counseling and Planning 31, no. 1 (2020): 146–61. http://dx.doi.org/10.1891/jfcp-18-00041.

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This article examines potential consumer harm that may arise due to regulating modern financial services communication technology with rules written in the early 20th century. It is argued that disparities in record keeping regulation across communication mediums disincentivizes the use of technology capable of generating records for consumer retention, while incentivizing the use of technology which shields financial advisors from accountability. Experimental evidence is provided in support of this argument. Further, it is argued that regulation disparities across communication mediums may result in more wrongful accusations of advisor misconduct, less reporting of genuine misconduct, less self-policing among industry members, and greater unrectifiable consumer harm. Objections to these arguments are considered, along with practical guidance for consumers, regulators, and policy makers.

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Durbin, Erik, and Ganesh Iyer. "Corruptible Advice." American Economic Journal: Microeconomics 1, no. 2 (2009): 220–42. http://dx.doi.org/10.1257/mic.1.2.220.

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We study information transmission to a decision maker from an advisor who values a reputation for incorruptibility in the presence of a third party who offers unobservable payments/bribes. While it is common to ascribe negative effects to such bribes, we show that given reputational concerns, bribes can play a positive role by restoring truthful communication that would otherwise not occur. Thus, while bribes can influence self-interested bad advisors to lie about the unfavorable state, they can also be used to motivate good advisors who care more about the decision maker's utility to truthfully report the favorable state. (JEL D82, D83)

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Wagner, H. H., S. Temple, I. Dankert, and R. Napper. "How to communicate effectively in graduate advising." FACETS 1, no. 1 (2017): 280–99. http://dx.doi.org/10.1139/facets-2015-0014.

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This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student’s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students’ competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets ( Supplementary Material ) support their practical implementation.

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Guntzviller, Lisa M., Danni Liao, Manuel D. Pulido, Chelsea P. Butkowski, and Aaron D. Campbell. "Extending advice response theory to the advisor: Similarities, differences, and partner-effects in advisor and recipient advice evaluations." Communication Monographs 87, no. 1 (2019): 114–35. http://dx.doi.org/10.1080/03637751.2019.1643060.

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Grossi, Vittoria, and Laura Gurney. "‘Is it ever enough?’ Exploring academic language and learning advisory identities through small stories." Discourse Studies 22, no. 1 (2019): 32–47. http://dx.doi.org/10.1177/1461445619887540.

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Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning (ALL) advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role.

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Menke, Donna, Shaunna Stuck, and Sara Ackerson. "Assessing Advisor Competencies: A Delphi Method Study." NACADA Journal 38, no. 1 (2018): 12–21. http://dx.doi.org/10.12930/nacada-16-040.

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Through the Delphi method study, we sought to identify essential competencies for entry-level academic advisors. Three surveys were administered to academic advisors with 5 years or more working in the field. Results from 57 advisors who completed all 3 rounds of surveys indicated a wide range of competencies essential for entry-level academic advisors. Consensus centered around 3 essential competencies: Communication skills, interpersonal skills, and knowledge of university policies and resources. We discuss the implications for practice and propose ideas for additional research.

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Mirawati, Ira. "Roles Mapping in Tribal Conflict Reconciliation: A Study of West Kalimantan Dayak and Madurese Case." Mediator: Jurnal Komunikasi 10, no. 2 (2017): 190–200. http://dx.doi.org/10.29313/mediator.v10i2.2734.

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The Tribal conflict between Dayak and Madurese of West Kalimantan in 1996 – 2000 causing their communication had totally broken for many years. In 2002, they began to communicate. Until now, they still improve their communication quality. It is important to know how they conduct this reconciliation communication after all of their conflict. This research investigates people roles in the reconciliation communication between Dayak and Madurese in Kabupaten Bengkayang, West Kalimantan. Researcher using in-depth interview, observation, and literature study in this Phenomenology research. Nineteen informants were chosen purposively. They are both Dayak and Madurese, people from other tribe, police, and government officer. The result shows there are four roles in this communication; they are Dayaknese and Madurese as the main actor or performer, the guarantor as a mediator, the police officer and local government officer as an advisor, and other ethnics as colleagues. Madurese needs guarantor to ensure their live. Dayak and Madurese need an advisor when they facing a problem. Both of them also need other ethnics as colleagues to smooth communication. All of them played a role dramaturgically in positive purposes, as a personal or as a team member.

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Gordon, Virginia N., and Margaret J. Steele. "The Advising Workplace: Generational Differences and Challenges." NACADA Journal 25, no. 1 (2005): 26–30. http://dx.doi.org/10.12930/0271-9517-25.1.26.

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The American workplace today is unlike any other in history because for the first time it is made up of four distinct generations. The advising workplaces on today's college campuses mirror this generational diversity. Four generations and their different perceptions of work attitudes and values, management expectations, communication patterns, and even work hours and dress are addressed in this article. Also discussed are generational preferences for information giving, teaching styles, and advisor-training formats. Suggestions for how advisors and administrators can use this diversity to enrich collaboration between generations are offered. Acknowledging and incorporating the ideas, values, and perceptions that advisors from different generations bring to the advising workplace can have a positive impact on its climate, collegiality, and effectiveness.

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Armyanti, Ita. "THE ROLE OF ACADEMIC ADVISORS IN IMPROVING MEDICAL STUDENTS’ MOTIVATION: A CASE-STUDY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 1 (2020): 60. http://dx.doi.org/10.22146/jpki.45064.

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Introduction: Providing assistance and student support, especially in medical education, play pivotal role in medical students education. The role of academic advisor, would run properly, if it has the ability as a counselor. This article aims to describe the role of academic advisors in improving the learning motivaton in medical students, using case presentation approach.Discussion: The role of academic advisors as a counselor, would occur if it has ability as counselor, ability to empathize, effective communication skill, and tailored to students characteristics. Increasing students’ motivation, could be done through the utilization of the third environment. The family bonding plays an important role to imporve students’ learning motivation.Conclusion: Providing assistance and student support should be given according to students’ problems and characteristics. The role of an academic advisors, as a counselor, would improve students’ motivation to learn.

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MacGeorge, Erina L., Lisa M. Guntzviller, Sara E. Branch, and Liliya Yakova. "Advice in Interaction: Quantity and Placement of Problem-Solving Behaviors." Communication Research 46, no. 6 (2015): 811–37. http://dx.doi.org/10.1177/0093650215607612.

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Prior research has given insufficient attention to the effects of interaction behavior on responses to advice. We drew on theories of advice evaluation and supportive communication to propose hypotheses about the influence of problem-focused behavior (advice, planning, offers, and requests) and its interactional placement for advice outcomes. After naturalistic support interactions with friends, advice recipients ( N = 165) completed measures of advice quality, intention to implement advice, advisor helpfulness, and conversational satisfaction. The interactions were coded for quantity of advice, offers, plans, and requests. Advice, planning, and requests affected outcomes in theoretically relevant ways. Findings are discussed with respect to improving theory, and practical implications for advisors.

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S. Patel, Kushal, and Shinde S A. "Networked software’ performance metrics and analysis with ibm svc config advisor." Journal of Management and Science 1, no. 2 (2014): 149–55. http://dx.doi.org/10.26524/jms.2014.14.

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IBM SVC is a virtualization product by IBM which deals with storage virtualization. In this IBM SVC, numbers of hetrogenous hosts are connected by means of high speed communication network. To manage configuration of these networked component is very difficult task. To automate this configuration checking is need of the world. Hence IBM SVC Config Advisor tool is developed by IBM. This tool deals with remote configuration check for storage stand including IBM SVC and Storwize products. This paper introduces the IBM SVC Config Advisor tool along with performance statistics. This paper mainly deals with the networked tool’s performance statistics collection and analysis. Here IBM SVC Config Advisor is used as networked Tool for analysis. This paper can be useful to analyze software which are highly network dependent in nature.

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Koulinitch, Anatoli S., and Leonid B. Sheremetov. "Coordination and communication issues in multi-agent expert system: concurrent configuration design advisor." Expert Systems with Applications 15, no. 3-4 (1998): 295–307. http://dx.doi.org/10.1016/s0957-4174(98)00056-6.

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Gallardo, Esthela, Jérôme Vienne, Leonardo Fialho, Patricia Teller, and James Browne. "Employing MPI_T in MPI Advisor to optimize application performance." International Journal of High Performance Computing Applications 32, no. 6 (2017): 882–96. http://dx.doi.org/10.1177/1094342016684005.

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MPI_T, the MPI Tool Information Interface, was introduced in the MPI 3.0 standard with the aim of enabling the development of more effective tools to support the Message Passing Interface (MPI), a standardized and portable message-passing system that is widely used in parallel programs. Most MPI optimization tools do not yet employ MPI_T and only describe the interactions between an application and an MPI library, thus requiring that users have expert knowledge to translate this information into optimizations. In contrast, MPI Advisor, a recently developed, easy-to-use methodology and tool for MPI performance optimization, pioneered the use of information provided by MPI_T to characterize the communication behaviors of an application and identify an MPI configuration that may enhance application performance. In addition to enabling the recommendation of performance optimizations, MPI_T has the potential to enable automatic runtime application of these optimizations. Optimization of MPI configurations is important because: (1) the vast majority of parallel applications executed on high-performance computing clusters use MPI for communication among processes, (2) most users execute their programs using the cluster’s default MPI configuration, and (3) while default configurations may give adequate performance, it is well known that optimizing the MPI runtime environment can significantly improve application performance, in particular, when the way in which the application is executed and/or the application’s input changes. This paper provides an overview of MPI_T, describes how it can be used to develop more effective MPI optimization tools, and demonstrates its use within an extended version of MPI Advisor. In doing the latter, it presents several MPI configuration choices that can significantly impact performance, shows how use of information collected at runtime with MPI_T and PMPI can be used to enhance performance, and presents MPI Advisor case studies of these configuration optimizations with performance gains of up to 40%.

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Swol, Lyn M. van. "Discussion and Perception of Information in Groups and Judge-Advisor Systems." Communication Monographs 76, no. 1 (2009): 99–120. http://dx.doi.org/10.1080/03637750802378781.

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Sivasankaran, V., and V. Nagarajan. "Seamless Handover in Heterogeneous Wireless Network Using Cognitive Advisor Based Decision Making Algorithm." Journal of Computational and Theoretical Nanoscience 14, no. 1 (2017): 517–23. http://dx.doi.org/10.1166/jctn.2017.6356.

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An important and modern trend in wireless network is managing and accessing in heterogeneous wireless networks structures effectively. Vertical handover or handoff technology is major and acting vital role in wireless communication, it has key challenging issues in wireless network, while handover gets call drop kind of latency and call quality minimization. So the communication networks needs an efficient and dynamic services and knowledge monitoring management to select network for handover of different network environments (example: WiMAX, WiFi, WLAN, etc.). In this paper we proposed the concepts of knowledgeable monitoring (KM-method), cognitive advisor (CA) and Advanced Handover Optimization (AHO) technique to improve effective network selection for seamless communication, while travels over heterogeneous wireless networks (HWN). KM-method monitoring and manage effective network selection and holding connected mobile nodes inform header files also maintaining re-initiate to next network information (network IP address, user ID, new path, etc.). CAVHO-Cognitive Advisor based Vertical Handover (VSH and V2H) and KM-methods perform and measures velocity and direction of mobility nodes through SRSS sequential Received Strength Signal. Also CA receives the nearest networks details of each another using nearest neighbouring concept with SDT ratio Algorithm. Optimization technique (AHO) performs dynamically balancing the threshold level of speed, load and quality based on Receiving signal strength and user preference. Simulation results of CAVHO Shows it secure and increases the handover probability of access also proposed system reduce delay and improve quality of services and throughput.

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Czulada, Laura, Patience Leino, and Tina Schade Willis. "Partnering With a Family Advisor to Improve Communication in a Pediatric Intensive Care Unit." American Journal of Medical Quality 31, no. 6 (2016): 520–25. http://dx.doi.org/10.1177/1062860615600858.

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Sağın-Şimşek, Çiğdem. "Receptive multilingualism in Turkish-Turkmen academic counseling sessions." Applied Linguistics Review 5, no. 1 (2014): 195–210. http://dx.doi.org/10.1515/applirev-2014-0009.

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AbstractThis study examines a case of receptive multilingual communication in academic counseling sessions with participants of Turkish and Turkmen languages. In particular, the study aims to explore the contribution of linguistic and extralinguistic factors that might facilitate and/or constraint interlocutors' understanding in receptive multilingual communications. To this end, elicited conversations of a Turkish academic advisor and a Turkmen university student were video recorded and analyzed. The analysis shows that linguistic factors such as morpho-syntactic and lexical similarities between these languages do not guarantee but facilitate understanding. As for the extralinguistic factors, the study confirms that the use of institutional keywords in academic counseling sessions activates interlocutors' common institutional knowledge and, thereupon, the interlocutors' understanding is facilitated.

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SAVADORI, LUCIA, LYN M. VAN SWOL, and JANET A. SNIEZEK. "Information Sampling and Confidence Within Groups and Judge Advisor Systems." Communication Research 28, no. 6 (2001): 737–71. http://dx.doi.org/10.1177/009365001028006002.

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St.Cyr Brisini, Kellie, and Denise Haunani Solomon. "Building Expertise: Effects of Experience Claims on Responses to Advice." Journal of Language and Social Psychology 39, no. 3 (2020): 375–96. http://dx.doi.org/10.1177/0261927x20911978.

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People place more value on advice from others whom they view as expert; however, the ways in which advisors might increase perceptions of their expertise through language choice remains unclear. This article examines a married partner’s ability to influence perceptions of their expertise, and consequent advice outcomes, by making explicit claims about past experience with a problem. Two experimental studies tested the effects of experience claims across work versus family problem contexts and examined dimensions of relational communication as mediators. Findings demonstrated that experience claims have the potential to affect evaluations of the spouse’s expertise and evaluations of advice; however, this effect varied based on problem context. Results suggested that statements about previous experience with work problems may improve advice outcomes, whereas experience claims in the context of family problems lead to less positive perceptions of advice. Perceived advisor empathy mediated the negative association between experience claims and advice outcomes.

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Petersen, George J., and Paula M. Short. "An Examination of School Board Presidents’ Perceptions of Their Superintendent's Interpersonal Communication Competence and Board Decision Making." Journal of School Leadership 12, no. 4 (2002): 411–36. http://dx.doi.org/10.1177/105268460201200404.

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Using research focused on interpersonal communication theory, this exploratory investigation examined school board presidents’ perceptions of their district superintendent's interpersonal communication competence in his or her role as chief executive officer and advisor to the board of education. Interpersonal communication theory suggests empathy, listening, and versatility are effective and compelling elements of persuasion. Specifically we investigated the attitudes and opinions as well as the covariance between the board of education president and their view of the district superintendent's interpersonal communication competence and its influence on school board voting decisions. Results from the investigation suggest that board decision making is closely related to the attributes of empathy, listening, self-disclosure, the absence of social anxiety, and versatility. Further, a statistically significant relationship was discovered between the overall interpersonal communication competence of the district superintendent and the support of board members on board agenda issues that have immediate consequences on the actual school system.

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Kamil, Mustofa, Joko Rianto, and Danang Suprayogi. "Management of Deciding Decision Making Final Project Advisor in Optimizing Learning." Aptisi Transactions on Management (ATM) 2, no. 2 (2019): 168–76. http://dx.doi.org/10.33050/atm.v2i2.790.

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In the management of learning in preparing the final assignment has become an obligation in each university. So, the existence of a final assignment supervisor is very important to help students complete their final assignments. Without the final assignment supervisor can lead to unclear and a directed research in accordance with the provisions of learning management, in this study discusses the role of lecturers in conducting final assignments in both thesis and thesis, lecturers as facilitators start the final assignment, lecturers as final project supervisors, lecturers as a final assignment exam preparation supervisor, stress in preparing the final assignment, communication of students with supervisors, choosing supervisors, consulting techniques with counselors, obstacles during the guidance of the preparation of the final assignment report. With the hope of this research students can choose a mentor where they must master the fields that are in accordance with your final assignment and with the provisions of learning management in Higher Education, and choose a mentor who has enough time to guide you, and a cooperative and communicative guide.

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Tinajero Villavicencio, Dra María Guadalupe. "Funciones y ámbitos de los asesores académicos para la diversidad lingüística y cultural." CPU-e, Revista de Investigación Educativa, no. 18 (January 6, 2014): 1–24. http://dx.doi.org/10.25009/cpue.v0i18.754.

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El Asesor Académico para la Diversidad es un actor clave para otorgar un nuevo significado a las prácticas de los docentes del medio indígena. Desde 2003, la Secretaría de Educación Pública norma y regula las funciones que desempeñan los asesores, quienes, entre otras cosas, deben apoyar al profesorado en tres aspectos: planeación didáctica con pertinencia lingüística y cultural; incorporación de elementos a partir del contexto cultural y lingüístico local, y uso social de la lengua indígena como medio de comunicación. Este artículo presenta un análisis de los informes de seguimiento presentados en 2011 por nueve asesores de Baja California. El objetivo fue conocer las funciones que los asesores desarrollan en los centros escolares, para evidenciar su correspondencia con las estipuladas en la normativa oficial. Se puede señalar que los asesores apoyan a los docentes en dos aspectos: planeación didáctica con pertinencia lingüística y cultural, y fortalecimiento de la didáctica de enseñanza de las matemáticas, el español y las ciencias.AbstractThe Academic Advisor for Diversity is a key player who provides advisory support to teachers in indigenous school environments. In 2003, the Ministry of Education, which is responsible for regulating the role of the advisors, established three areas of support to teachers: educational planning with linguistic and cultural relevance, incorporating elements from the local cultural and linguistic context, and social use of the indigenous language as a means of communication. This paper presents an analysis of the official reports submitted to the Ministry by nine Academic Advisors for Diversity in Baja California in 2011. Our purpose is to characterize the activities that the advisors perform in schools and demonstrate their correspondence, if any, with the stipulated ministry regulations. The analysis reveals that advisors primarily support teachers into two aspects: educational planning with linguistic and cultural relevance, and strengthening teachers’ teaching of mathematics, Spanish and sciences.Recibido: 17 de diciembre de 2012Aceptado: 10 de junio de 2013

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Lambert, Cheryl Ann. "A media framing analysis of a U.S. presidential advisor: Alternative flacks." Public Relations Review 44, no. 5 (2018): 724–33. http://dx.doi.org/10.1016/j.pubrev.2018.07.006.

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Musgrove, Mary, Rachel M. Kenney, Ronald Kendall, et al. "Communicating Microbiology Results. It’s Not Just What You Say, But How You Say It." Open Forum Infectious Diseases 4, suppl_1 (2017): S28. http://dx.doi.org/10.1093/ofid/ofx162.069.

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Abstract Background Gaps in microbiology communication can lead to suboptimal antibiotic prescribing. In May 2016, our laboratory modified reporting of respiratory cultures growing commensal flora only to specify “no methicillin-resistant Staphylococcus aureus/MRSA or Pseudomonas aeruginosa” (PA). The purpose of this study was to compare MRSA and PA antibiotic therapy utilization before and after the change. Methods IRB approved, quasi-experiment at four hospitals with an antimicrobial stewardship program. Dates: August 1, 2015–January 31, 2016 and August 1, 2016–January 31, 2017. Included: ≥18 years, commensal flora only respiratory culture, empiric MRSA and PA antibiotic for treatment of lower respiratory infection. Excluded: non-respiratory infection. Primary outcome: MRSA or PA therapy de-escalated. Secondary outcomes: time to culture result, MRSA and PA antibiotic days of therapy, length of stay. Safety outcomes: acute kidney injury (AKI), C. difficile (CDI), subsequent multi-drug-resistant organism (MDRO), in-hospital all-cause mortality. Results Two hundred and ten patients included, 105 per group. Median age 64 and 61 years, male sex 52% and 56% in pre- and post-group, respectively. Empiric antibiotics, pre vs. post: vancomycin 94% vs. 95%; cefepime 66% vs. 36%; piperacillin–tazobactam 10% vs. 46%. MRSA or PA antibiotics de-escalated: 39% pre and 73% post (P &lt; 0.001). See Table 1 for variables associated with antibiotic de-escalation. Days of therapy: 7 vs. 5 days (P &lt; 0.001). AKI 31% vs. 14% (P = 0.003). Eight subsequent MDRO in pre and one in post (P = 0.035). No differences: time to culture result, length of stay, mortality, CDI. Conclusion Improved microbiology communication to assist prescriber interpretation of commensal respiratory flora was associated with a reduction in the proportion of patients that received antibiotics targeting MRSA and PA. Disclosures S. Davis, Merck: Received grant through college that I’m faculty for, Grant recipient; Allergan: Speaker’s Bureau, Consulting fee; Allergan: Consultant and Scientific Advisor, Consulting fee; Medicines Company: Consultant and Scientific Advisor, Consulting fee; Zavante: Consultant and Scientific Advisor, Consulting fee.

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Błachowicz, Ewa. "„Wirtualny doradca zdrowotny”, suplement diety, reklama i odbiorca – czyli język portali promujących zdrowie w Internecie." Słowo. Studia językoznawcze 10 (2019): 7–24. http://dx.doi.org/10.15584/slowo.2019.10.01.

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The paper focuses on the language of the health promoting web portals, including the language of advertisements related to the health promoting products which are placed on selected web portals. The communication-related aspect of the discussion, that is the perspective of the virtual health advisor and receiver organise the discussion. The analysis is conducted according to the paradigm of the popular science apparatus with limited amount of specialist terminology, which makes it understandable for any reader.

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Robie, David. "REVIEW: Charlie Hebdo and the free speech conflict." Pacific Journalism Review : Te Koakoa 24, no. 1 (2018): 242–45. http://dx.doi.org/10.24135/pjr.v24i1.395.

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After Charlie Hebdo: Terror, Racism and Free Speech, edited by Gavan Titley, Des Freedman, Gholam Khiabany and Aurélien Mondon. London: Zed Books. 2017. 313 pages. ISBN 9781783609383 IN OCTOBER 2016, I returned to that stunning and iconic French eighth monastery Mont St Michel, once also a post-Revolution jail for political prisoners, and was struck by the sight of a garrison of soldiers – part of the Vigipirate programme. Vigipirate has parallels with the US Homeland Security Advisor system and has now been in place in various forms for almost 26 years, since Bush’s Gulf War in 1991. Based on laws adopted in 1959 during the Algerian War of Independence, it was first suspended for a while after the Gulf War and then introduced again in 1995 after a car bomb blew up outside a Jewish school in Lyon. Vigipirate has since then gone through various phases and updates with the 1995 Paris Metro bombing, 2004 Madrid terror train attack and the 2005 London underground bombing. Official documents now designate the programme as ‘permanent’.

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Mestel, L. "Martin Schwarzschild. 31 May 1912 — 10 April 1997." Biographical Memoirs of Fellows of the Royal Society 45 (January 1999): 469–84. http://dx.doi.org/10.1098/rsbm.1999.0031.

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Martin Schwarzschild, theoretical and observational astronomer, was a worthy son to Karl Schwarzschild, the eminent father whom he hardly remembered. Martin was a world leader in the theory of stellar structure and evolution and of galactic structure, and he pioneered the use of space telescopes to obtain sharp photographs from above the Earth's fluctuating atmosphere. His versatility, transparent personal integrity, enthusiasm for ideas and skill in communication made him a very effective advisor on scientific matters, both national and international.

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Cole, Galen E., Punam A. Keller, Jennifer Reynolds, Michelle Schaur, and Diane Krause. "CDC MessageWorks." Social Marketing Quarterly 22, no. 1 (2015): 3–18. http://dx.doi.org/10.1177/1524500415614817.

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The Centers for Disease Control and Prevention’s Division of Cancer Prevention and Control, in partnership with Oak Ridge Associated Universities, designed an online social marketing strategy tool, MessageWorks, to help health communicators effectively formulate messages aimed at changing health behaviors and evaluate message tactics and audience characteristics. MessageWorks is based on the advisor for risk communication model that identifies 10 variables that can be used to predict target audience intentions to comply with health recommendations. This article discusses the value of the MessageWorks tool to health communicators and to the field of social marketing by (1) describing the scientific evidence supporting use of MessageWorks to improve health communication practice and (2) summarizing how to use MessageWorks and interpret the results it produces.

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Journal articles on the topic 'Communication Advisor'

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