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Aston University experts look at how cash and social media are part of 'coping with success'

"It's the whole 'money doesn't make you happy' adage... two fifths of football players are bankrupt within 5 years of retirement, while a third divorce in the same period" Professor Andy Lymer, Aston University In this episode, Steve chats to Dr Tahmineh Tayebi and Professor Andy Lymer and the social media abuse and financial responsibility that comes with being a top footballer and athlete. Dr Tahmineh Tayebi looks at the linguistics of social media abuse. She starts by understanding the fans' perspective. They've invested time, money and trust in clubs/players and feel entitled to opinions/criticism - but the issue is the language used. Explicit and hateful language - often racist and/or violent - is the easiest to cope with, as it can be banned. But there's lots of "clever" offensive language which breaks no laws and is difficult to spot but still hurtful. Tahmineh discusses loose boundaries between freedom of expression and bullying. She also points to the recent social media boycott and the BT Hope United project. Professor Andy Lymer looks at the issues faced by wealthy players. He cited interesting research showing 2/5 of football players are bankrupt within 5 years of retirement, while 1/3 divorce in the same period. Players have short careers and either need to earn enough to last them with good advice or need to do something else after playing. However, Professor Lymer says many still quickly burn through their fortunes. He notes Britain is bad at educating people in dealing with money, especially in 'decumulation' - e.g. making it last, planning savings for pensions and downsizing. He points to various government-backed schemes/helplines which can help anyone. The big issue is top footballers attracting long queues of people wanting to advise their slice. Getting the right, trustworthy advice is the problem. In football itself, big clubs are guiding young, vulnerable players as part of their development, and various players' organisations also help, such as a 24-hour helpline. But the stats show us it's not enough, and Andy calls for the sector to do more in education.

Ten Years Later: Japan Society Remembers the Great East Japan Earthquake (3.11)

To Mark the 10th Anniversary of the Triple Disaster, Japan Society Will Present Programming Reflecting Upon the Aftermath, Recovery and Spirit of Resiliency After the Great East Japan Earthquake, tsunami and nuclear disaster devastated the Tohoku region of northeastern Japan on March 11, 2011 (3.11), Japan Society's Japan Earthquake Relief Fund (JERF) raised over $14 million from more than 24,600 donors from all 50 U.S. states and 55 countries, the largest amount raised by a nonprofit not specializing in disaster and emergency relief and the 7th largest fundraising campaign by a U.S. nonprofit organization. Through a series of events and videos leading up to the 10-year anniversary of 3.11, Japan Society invites our community to remember those who were lost, and to look toward Tohoku’s continued recovery. We also extend our sincere appreciation to all who donated to the Japan Earthquake Relief Fund (JERF), which was launched by Japan Society the day after the tragic events of 3.11. Since 2011, JERF has funded more than 65 grant projects and 45 organizations supporting Tohoku’s immediate relief and reconstruction efforts as well as the mid- to long-term recovery of these communities. In 2021, Japan Society has earmarked the remaining funds to support additional projects facilitating community-building and economic recovery in disaster-hit areas where challenges have become further exacerbated by the onset of the global pandemic and additional disasters that most recently struck the region on February 13. More information on these organizations and projects is available here. To mark the 10th anniversary of the triple disaster, Japan Society will report back on how JERF grants have contributed to Tohoku’s recovery, and highlight stories of what was witnessed in the aftermath of 3.11, including Tohoku’s resiliency, the bravery and initiative of all who responded to unprecedented challenges, the strength of U.S.-Japan relations, and the spirit of human generosity and goodwill. As we remember and draw lessons from the events of 3.11, we hope to nurture hope for the future of Tohoku and the world. “2021 is a year to reflect on resilience and recovery as we navigate the challenges of the COVID-19 pandemic and remember not just the tragedy of 3.11, but the strength of the Japanese people and the generosity of the world in its aftermath,” said Japan Society President and CEO Joshua W. Walker, Ph.D. “As we mark the 10-year anniversary of these events, we honor those who were lost, and extend our gratitude to the individuals and organizations who offered their support, including the donors to our relief fund.” Events include a contemporary theater performance “Ludic Proxy: Fukushima,” held live on March 6, 7 & 11 and available on demand from March 12 - 16. This video adaptation of Brooklyn-based theater-maker Aya Ogawa’s play Ludic Proxy follows a woman visiting her older sister, who lives on the outskirts of the Fukushima nuclear evacuation zone. The interactive play, which features a unique element of audience participation, explores the theme of human survival in the face of disaster. Taking advantage of our expertise in bringing together American and Japanese experts, a live U.S.-Japan symposium on March 9, 7-9pm EST, “Resilience & Recovery: A U.S.-Japan Dialogue Ten Years after 3.11”, will feature leading voices from Tohoku, Japan and the U.S. to discuss lessons learned from 3.11 on resilience and recovery from catastrophes. The symposium will be co-hosted with JERF recipient, ETIC., a Japanese nonprofit dedicated to nurturing social entrepreneurs and recovery efforts in Tohoku. As its first exhibition upon reopening to the public, Japan Society will also present When Practice Becomes Form: Carpentry Tools from Japan opening on March 11th. The exhibition celebrates the resilient spirit of Japanese architecture and craftsmanship through woodworking tools, architectural patterns, and models. The site-specific exhibition design, conceived by the esteemed architect Sou Fujimoto in collaboration with Brooklyn-based Popular Architecture, introduces major themes from the exhibition and is in dialogue with the gallery’s spaces, highlighting an enduring connection between traditional Japanese wooden construction and modern architecture. Viewing is available every Thursday through Sunday with advance timed-entry ticket reservations online. Further digital features include: Testimonials on the impact of JERF’s support from recipients and participants in fund-supported programs; A special season of Japan Society’s Tea Time series featuring six short interviews with key leaders from the U.S. and Japan including former U.S. Ambassador John V. Roos and retired General Ryoichi Oriki on their responses and lessons learned from the disaster; Dialogues between social entrepreneurs from Tohoku and their counterparts in New Orleans, LA and Wilmington, OH to discuss their work in using data, nurturing social entrepreneurship, and rebuilding communities recovering from natural disasters and economic crisis. These conversations feature alumni from “U.S.-Japan Leaders Exchange: Three-Year Training & Networking Program for Leaders in Tohoku’s Recovery and Reconstruction,” a multi-year program organized by Japan Society and ETIC from 2013-16. For a full list of programs and more information about JERF and the fund recipients, visit the Japan Society webpage. About Japan Society Founded in 1907, Japan Society in New York City presents sophisticated, topical and accessible experiences of Japanese art and culture, and facilitates the exchange of ideas, knowledge and innovation between the U.S. and Japan. More than 200 events annually encompass world-class exhibitions, dynamic classical and cutting-edge contemporary performing arts, film premieres and retrospectives, workshops and demonstrations, tastings, family activities, language classes, and a range of high-profile talks and expert panels that present open, critical dialogue on issues of vital importance to the U.S., Japan and East Asia. Japan Society is located at 333 East 47th Street between First and Second avenues (accessible by the 4/5/6 and 7 subway at Grand Central or the E and M subway at Lexington Avenue). www.japansociety.org

Personality matters: the tie between language and how well your video content performs

Why does one piece of online video content perform better than another? Does it come down to its relevance, production values, and posting and sharing strategies? Or are other dynamics at play? There are plenty of theories about what, when and how to post if you want to drive the performance of your video. But new research by Goizueta’s Rajiv Garg, associate professor of information systems and operations management, sheds empirical and highly nuanced new light on the type of language to inject in a content if you really want to accelerate consumption. And it turns out that a lot of it depends on personality. Together with Haris Krijestorac of HEC Paris and McCombs’ Maytal Saar-Tsechansky, Garg has run a large-scale study, analyzing the words spoken and used in speech-heavy videos posted to YouTube, and then organizing those words by personality – how they “score” in terms of the so-called Big Five personality traits. “The Big Five is a system or taxonomy that has been used by psychologists and others since the 1980s to organize different types of personality traits. These traits are extroversion, agreeableness, openness, conscientiousness, and neuroticism,” says Garg. “In previous research into video content performance, we’ve looked into mechanisms such as posting and re-posting on different channels and how they impact the virality of one video over another. But we were intrigued by the role of language and how different words map to these personality traits, which in turn might have an impact on user emotion or response.” Emory has this entire comprehensive article that includes more details on the Big Five and it is available for reading here: If you are a journalist looking to cover this topic – then let our experts help with your story. Rajiv Garg from Emory’s Goizueta Business School is available to speak with media – simply click on his icon now to arrange an interview today.

The Power of Poetry in a Pandemic and Time of Social Injustice

Amanda Gorman captured hearts and imaginations across the nation when she performed her poem “The Hill We Climb” at the inauguration of President Joe Biden. While Jennifer Lopez’s stirring rendition of “This Land Is Our Land” and Garth Brooks’ “Amazing Grace” were performed to great acclaim, there was something special about the Inaugural Youth Poet Laureate’s recitation. Villanova University professor of Creative Writing and Luckow Family Chair in English, Lisa Sewell, PhD., talks about the cultural impact of poetry in times of turmoil, like the political and social uncertainty brought on by an attack on the US Capitol combined with a global pandemic. “Poetry is something people turn to in times of crisis -- and the pandemic and the ways it has made all of us face the grave inequities of our society has been an extended, seemingly endless crisis” said Dr. Sewell. “Amanda Gorman’s poem was powerful because she put a name to what so many people were feeling about the insurrection that occurred on January 6.” According to Dr. Sewell, poets like Alice Quinn, the former poetry editor of The New Yorker, have already edited a collection of “pandemic” poetry, demonstrating how artists take inspiration from and create art in reaction to what’s going on in their lives—to connect to others who may be experiencing the same complicated emotions. “In my poetry writing class, I talk to my students about how poets often try to say the impossible and write about experiences and ideas that are difficult to understand and difficult to put into words,” says Sewell. “What makes poetry powerful is the gesture, the effort to find the language that is adequate to the uncertainty and ambiguity of experience—and this seems true especially now.” The task of putting experiences into words that connect with a wide audience is not an easy one, especially with so much content competing for attention in 2021. So what it is about poetry in particular that makes it appropriate for this moment? Dr. Sewell suggests that the metaphorical language of poetry, as opposed to the certainty of prose or dialogue, hits home right now. She adds, “when the future is uncertain and the ‘before’ time seems hazier and hazier, poems are somehow both clear and direct with every word deliberately chosen, and also ambiguous and strange enough to speak to our sense of peril and uncertainty. Poems can both express our fears and also gesture towards the ways language is inadequate.” To speak with Dr. Lisa Sewell, email mediaexperts@villanova.edu

Welcoming 2021: The Year of Resiliency

Happy New Year to all — may 2021 be a better and brighter year for everyone. It has been just over a year since I came to Japan Society as President and CEO, with a mandate to take the Society into the future while preserving its 113-year-old mission of building bridges between the U.S. and Japan. The pandemic has accelerated the pace of change for everyone, globally, nationally, locally, and within our own workplaces and households. Change is hard, but it is also necessary. In a recent email, my friend Parag Khanna wrote, “Our global system evolves the way humanity does, not through grand design or random accident but by adaptation to changing realities. The faster we react to an accelerating world, the better our chances of shaping the future to our benefit.” I’d like to speak to Parag’s point personally rather than geopolitically. The experience of leading a New York nonprofit during this time — an institution that is both deeply and historically embedded in onsite programming and tradition — has both clarified and strengthened my vision for Japan Society’s future. Bending Adversity If 2020 has forced us to prioritize, 2021 will be the year of resiliency. 2021 represents the year of the Ox in Japan, where the ox is considered an industrious, cautious, and faithful friend that is always glad to offer help. After the 2020 we’ve all had, we could use more faithful friends like the ox in 2021. We are looking toward 2021 as a year in which we as a society ultimately overcome COVID-19 through the efforts of scientists, frontline workers, and governments around the globe. We hope to see the world come together in a big way for the first time at the rescheduled Summer Olympics in Tokyo. In some ways, we have already seen the future in Japan and in Asia more broadly, with its successful response to the COVID pandemic. Japan also represents a recent example of how to bend adversity and bounce back, as it did from the Great East Japan Earthquake, tsunami and nuclear disaster of 3/11/2011. The entire country came together in solidarity to support the affected Tohoku region, including concrete measures such as limiting electricity usage at a national level to avoid rolling regional blackouts. A decade on, Japan still remembers, with the Olympic flame set to depart from Fukushima Prefecture in the torch relay that will cross the country before arriving in Tokyo for the Opening Ceremony. Out of Crisis: Opportunity Optimism and positivity are necessary to move forward. I’m optimistic not because I’m naïve about the challenges ahead as we continue to navigate these wild currents, but I am confident that we will find safe passage because of what we have learned collectively and adapted to over the past months. Japan Society’s Language Center had a record year in 2020 despite the pandemic as our teachers reached beyond our physical classrooms to virtual ones; more people joined us than ever before for our first-ever digital JAPAN CUTS, the largest festival of Japanese cinema in North America. We have opened possibilities far beyond our physical building, the original Japan House, designed by Japanese modernist architect Junzo Yoshimura 50 years ago, and named New York City’s youngest landmark in 2011. In crisis comes opportunity, and from opportunity come the possibilities for our collective future. While we are hurting without our physical programs and admissions revenue, we’ve literally been able to connect across the world, and even beyond — from Japanese astronaut Soichi Noguchi, who is currently on the International Space Station, to countless leading voices in Japan such as Olympics Director Nomura Mansai — to create unique experiences for our members. In this time, I return to the Japanese concept of kaizen (改善), continual self-improvement and change for the better. Regardless of the next challenges on the horizon, I’m committed to ensuring that we continuously improve and adapt in this spirit. I believe that our mission has never been more critical than in 2021 as we strengthen U.S.-Japan relations with new administrations in both capitals and seek opportunities to engage, explore, and educate our societies about our collective resiliency as we welcome the new year. Joshua Walker (@drjwalk) is president and CEO of Japan Society. Follow @japansociety. The views expressed in this article are the writer’s own.

Protests and politics – let our expert explain how one influences the other

The protests that have been occurring across most of America have seen politically charged language, action, and reaction. Calls for change have been made, and promises have followed by those seeking to attain office or remain in office once the dust has settled and America goes to the polls in the fall. In a recent essay, former President Barack Obama touched on how those protesting can translate emotions into action. “Throughout American history, it’s often only been in response to protests and civil disobedience that the political system has even paid attention to marginalized communities,” said Obama. ”Eventually, aspirations have to be translated into specific laws and institutional practices — and in a democracy, that only happens when we elect government officials who are responsive to our demands.” Social movement expert and Augusta University Sociology Professor Dr. Todd Powell-Williams says protest movements have a significant impact on politics. His research shows societal change not only happens as a result of the crowd but also because the protests get people politically activated. “From the Boston Tea Party to the protests of the Civil Rights Movement, protests have had some degree of success in changing the course of history,” said Powell-Williams. “The recent protests against racial injustice are no different and I’m sure it will influence the outcomes of upcoming elections.” If you are a journalist looking to cover this topic, then let our expert help with your questions and coverage today. Dr. Todd Powell-Williams is an expert in social movements, social control, religion, police science and symbolic interactionism. He is available to speak with media regarding this topic — simply click on his name to arrange an interview. Also, check out the Augusta University Expert Center to view a complete list of our experts.

Dance From Home: Performance-Based Classes in a Distance-Learning World

The sudden switch to online-only courses has left many educators aching to provide their students with just as full a learning experience as they would have in the classroom. Uncertainties about technology and internet access are now ubiquitous in the education sphere, but those teaching classes with a performance element have something else to consider. "I think the performance classes have a particular challenge in all this," says Bess Rowen, PhD, who made changes to her "Creativity" course. "The syllabus called for them to bring in poems that inspired them. The original assignment was supposed to be to break up into small groups and make your poems into a brief performance piece with movement and sound." Obviously, with all of Dr. Rowen's students practicing social distancing, they were unable to meet up. Instead, they created virtual performance pieces that they acted out for their classmates over Zoom. Dr. Rowen reported, "The results were awesome! Some had repeated themes; others used images, musical cues or gestures. Some included found images, others made images themselves and still others used live action. I was really pleased with the results!" Barby Hobyak-Roche is a professor of dance, and her concerns also involved the lack of ability to be in a physical space together. She's "missing [her students'] energy and movement and personalities and expression. Virtual connection is a gift- yet dance and theater are experiential. A living, present art form and language. I miss them and I can see in their eyes (on the screen and their video submissions) that they are working to adjust. All of us are." According to Hobyak-Roche the key to that adjustment is, ironically for a dancer, "flexibility." She's had to adjust both her syllabus and the dance moves themselves. "I have completely shifted choreography. I am not overloading them with too much at once. I began with just having them establish new patterns... setting up the YouTube account, re-learning and submitting already learned movement. [It's hard] for them without the rest of us there to feel each other's energy—or for me to respond to their physical needs in real time, in the same room." Additionally for Professor Hobyak-Roche, "This transition for my courses goes beyond just becoming online at the moment—many of my students are in bedrooms, in kitchens, in garages, basements, outside... some of them in very tight quarters. They are dealing with both a computer screen instead of human contact in a class environment and tight physical space. I teach at a dance studio as well and am taking cues as to what works (or doesn't work) online from my experienced dancers there (and from watching my fellow dancers and educators in classes because we are all figuring this out together). My students who have not trained before need things pulled way back—both because they are still, essentially, mostly beginners, but also have no space to move in. I need to be aware of the floor they are on, that they may not be able to extend fully… lots of shifts!" The most important takeaway? "If they need things simplified or adjusted right now or me to be more lenient about expectations... that is a given in my eyes."

Experts in the Media – See how Georgia Southern is helping teachers across the state delivery quality education

On average, teachers across the U.S. spend approximately $479 on classroom supplies each year, according to a 2018 study by the National Center of Education Statistics. The Institute for Interdisciplinary STEM Education (i2STEMe) at Georgia Southern University is helping reduce this burden for teachers in southeast Georgia with the School Outreach Program, a lending membership program that provides STEM and social studies materials for K-12 classrooms.  i2STEMe, housed in the College of Education, serves as an outreach center for the university, regional educators and the broader community. The School Outreach Program provides STEM and social studies supplies, including consumable and non-consumable materials, equipment, and teaching aids to member teachers, schools and districts. Members can request items and materials that will be delivered to and picked up from their school location. Annual membership for the program can be purchased by entire school districts, schools or individual teachers. The project was recently featured on WTOC 11 where viewers were given a first-hand look at how local teachers and students are benefitting from the program. Alisa Leckie, Ph.D., the interim assistant dean of Partnerships and Outreach at Georgia Southern was on hand to explain how Georgia Southern is making sure students have access to the resources they need to further their learning in areas like STEM. Are you a journalist looking to learn more or cover the School Outreach Program and how institutions like Georgia Southern University are helping teachers, students, and schools across the state? If so – then let our experts help.   Leckie's research is focused in the areas of education of language minority students, and analyzing policies impacting education. She is available to speak with media regarding this program – simply click on her icon to arrange an interview.

Media Training Can You Afford NOT to Be Prepared When Reporters Come Calling?

Want to see someone in a respected position of power throw away a career in all of about two minutes? Stephen Duckett was an expert in his field. Respected globally. Until this… Watch this exchange Duckett wasn’t prepared to deal with media. He paid a serious professional price and left a lesson for us all to learn from. In fact, his exchange is used by a lot of media trainers on exactly what not to do in a  crisis situation. As a former news producer, I remember scrambling to find an expert opinion or perspective when news was breaking. If a story required explanation and when it was beyond the grasp of even the brightest of reporters we needed the help of supporting sources.  They were critical in helping explain, validate, and ideally, break down just what was going on to our audiences at home. When an outbreak struck, we needed an epidemiologist. When a rare earthquake shook the region, the search for a seismologist was on. Finding the expert wasn’t usually the problem. We had local universities, colleges, and health care facilities within arm’s reach. However, finding an expert who could effectively speak on camera often was. Our goal was to keep people from turning the channel – so boring, highly technical speaking experts simply wouldn’t do it for us. When I worked in TV, we needed someone who could explain a complex subject, in layman’s terms, and in sound bites of about 15 seconds. It may not seem like much, but it is a lot to ask. Explaining high level content is not easy, but the reality is that your audience needs complex subjects explained in the simplest of ways. To do this right, it requires understanding the roles and goals of media and media training. Anyone who will be representing an organization, institution, or corporation needs some form of coaching. It’s a must-have requirement for most CEOs and politicians. Turn on your news at just about any hour of the day, and you can easily tell who has been properly prepared and trained and who hasn’t. It doesn’t happen organically. It takes work. It takes expert coaching. Media-friendly speakers bolster credibility and get noticed. In times of a crisis, a trained speaker may be the missing piece that can make or break a situation a reputation. Those who are not trained stick out—in a very bad way. They stammer, evade questions, ramble and are usually incoherent. If the task is mainly to describe a current situation, an untrained expert may ramble or speak hundreds of feet over the head of the average person. If there’s a crisis at hand—a tragedy, a scandal, a lawsuit or worse—an untrained speaker risks making a bad situation worse. Take a look back to July of 2013—an out-of-control train carrying crude oil exploded, destroying the downtown section of Lac Megantic, in Quebec, Canada. Thirty buildings were leveled, killing 47 people. In this small town, everybody knew somebody who was killed. Edward Burkhardt, president of Montreal, Maine & Atlantic Railway Inc. arrived shortly after the explosion. He was the near-perfect storm—an untrained, and likely uncoachable leader. He was clearly in distress, rattled, arrogant, and unprepared. He fixed blame at the worst possible time, blaming the train’s engineer and the local fire department. A journalist asked how much he was worth. A town is destroyed, the world is watching, close to four dozen people are dead, and his reply was, “I’m worth a lot less now than I was last week.” Proper media training and coaching would not have prevented the horrible tragedy, but knowing how to speak during such a high-stress situation and knowing what questions to expect might have mitigated the visceral reaction of residents, industry and government officials. As it stands, Edward Burkhardt and the company, no matter how successful either had been in the past, are now forever associated with that interview. Conway Fraser worked for the Canadian Broadcasting Corporation for almost 20 years. He’s a Gemini award-winning journalist who worked as a national reporter and investigative journalist. These days, he specializes in strategic and crisis communications as well as media coaching. Conway’s worked with some of Canada’s top corporate executives, academic leaders, and politicians. In both journalism and in PR, he has seen executives who have spent decades building a reputation only to have it destroyed in moments because they weren’t prepared to deal with the media. They’ve either never received media coaching or, Conway says, have taken mandatory training but were never further invested in. In other words, he says, they thought they didn’t need media training and were only taking it to appease the Board or ownership. “Proper media coaching isn’t just about knowing how to spew a main message, use effective body language or bridge away from challenging questions,” Conway says, “In my sessions I also teach my clients about the media, what their job is like, what a day is like for a reporter, what they need from you and how to respect their role. If anyone doubts the value of that, they’re playing with fire. Ask Stephen Duckett.” Natalie Duddridge is a reporter for NY1. I worked with Natalie years ago in Canada at the start of her career. Natalie’s talent as a journalist has taken her to Ottawa (Canada’s capital), Toronto, and most recently, New York. New York sits at the top (sorry L.A.) of media markets in the United States. It has a huge audience of about 10 million people and it is hands down the most competitive media game on the continent. Reporters in these markets never get to rest. They’re either chasing stories, or when they are covering a story they had better have an angle, source, or expert that the others do not. And when you are in a race with at least six other news outlets, standing out isn’t easy. Finding experts and having them ‘camera’ or ‘microphone’ ready is a must. As Natalie explained to me, getting an expert for a story is absolutely crucial. In a market as diverse as New York City, those experts can range from police to politicians, to health and education officials, to scientists and artists. Natalie also lent some great perspective on just how a reporter puts together a story and how your expert needs to know that news is also about storytelling and not just details. “Last week I did a story about the heroin epidemic plaguing the Borough of Staten Island,” Natalie explained. “We like to begin our stories with a human element, in this case a recovering drug addict. In addition to his personal opinions and insight about how to prevent and slow the opioid crisis in the region, we also reached out to the local Drug Rehabilitation Center and interviewed a doctor as well as a therapist. We also interviewed the Staten Island District Attorney about the work he’s doing with New York State Governor to get more dollars for a drug task force to do everything from put more money into preventative education, build rehab centers, add police, fund additional assistant district attorneys to process criminal cases.” If you were counting, you can see she spoke with three key experts on the subject of the story. Each was essential in the reporting process. “For this story we featured several different experts on varying opinions on how this current drug crisis should be dealt with. All of the facts, stats and data for this story were based on the officials and experts we contacted.” Being prepared and knowing what the reporter wants are also ideal elements in conveying the right message. For TV, short, smart, and to-the-point responses work best. “We need a 10 to 15 second sound bite that is ideally informative and clear, and in some cases entertaining,” Duddridge told me. “When I am making calls to experts, I essentially do a pre-interview over the phone to hear how clearly they can explain a topic. If they are great at breaking down studies and terms into focused ideas that are concise and fit into a two-minute story, our job as reporters is so much easier.” A win/win scenario. Your message is delivered, your institution and experts are promoted and the reporter files a great story. It all seems simple. But it’s not. It takes training and preparation. If you are going to offer up your experts for an interview, they need to be ready. Media training takes time, it costs money – but it’s an investment in your staff and your institution. As we learned from the example above, not knowing how to answer, interact, and respond to media can be devastating. Performing under pressure only succeeds with practice and training. If your experts are media trained the reward will always outweigh the risk. Here are a few tips: Get media trained – Use a professional media coach. It costs money, but the professional development, readiness, comfort, and ability to deliver will pay off ten-fold. Media-friendly experts get noticed – When your expert is on the news, people see them. They are representing your institution, so think about what this means for your credibility and recruiting potential. You never get a second chance at a first impression – An old, clichéd saying, but it’s true. A weak speaker who comes across poorly imprints a negative impression on viewers, peers and your institution as a whole. It’s amateur hour, and it doesn’t need to be. Friends for life – Once you prove yourself as a worthy and media-friendly source, the media will keep coming back. Experts who can provide journalists with the information, perspective, and sound bites they need are not only appreciated but noticed and remembered by all media. Once you have established yourself as a reliable source, expect the reporters to come calling time and time again. Dividends – Every story where your expert looks good is positive earned media. Getting on NBC, CBS, FOX or any other nightly newscast is a huge win for your Communications Department. It’s exposure, promotion, and advertising—and it’s free.  

Baylor Study: What Does It Take to Be an ‘Ideal Daughter?’

Researchers say new study gives voice to daughters and value to their role in the family WACO, Texas (Nov. 11, 2019) – The roles of daughters in the family structure and in society are difficult to define and they’re rarely understood – even by daughters themselves – said Allison Alford, Ph.D., clinical assistant professor of business communication in Baylor University’s Hankamer School of Business. Alford, who served as an editor on the book “Constructing Motherhood and Daughterhood Across the Lifespan,” is the lead author on a new study, “Role Expectations and Role Evaluations in Daughtering: Constructing the Good Daughter,” published in the latest edition of the Journal of Family Communication. “Our research has found that ‘daughtering’ is invisible work that is not often credited, and it’s as unique as the individual women who are doing the work,” Alford said. “This study and subsequent conversations hopefully will bring to light the idea of daughtering. And as more people hear about it and learn about it, then we’ll start to give credit to it and notice it in our own lives.” The study centers on mother-daughter relationships, specifically, and looks at how daughters perceive and define their roles in that relationship. Researchers interviewed 33 women, ages 25-45, who have living mothers under the age of 70. Those age ranges were chosen in order to capture a time period for mothers and daughters with the greatest likelihood that neither individual was the caregiver of the other and both were in relatively good health, the researchers wrote. Expectations of the “Ideal Daughter” Alford said analysis of the interviews with the daughters revealed four themes or role expectations for an “ideal daughter” in relation to her mother: Showing respect Providing protection Eliciting mothering Making time for connection Each of those efforts requires work, and that work often goes unnoticed or is undervalued – even by daughters themselves, Alford said. The study noted that many of the women who were interviewed initially – almost naturally – anticipated talking about their mothers instead of themselves. “When asked to think about themselves as daughters and their communication in the relationship, many found themselves doing so for the very first time,” the researchers wrote. “These women noted that putting the emphasis on themselves and describing their role as adult daughters felt strange or awkward in its newness.” Showing Respect Respect, the study showed, was the most common topic addressed by the daughters. Based on the interviews, a daughter’s respect for her mother could be demonstrated by avoiding conflict, silencing one’s disagreement with her mother, reacting positively to her mother’s messages and supporting her mother’s power position. “Daughters demonstrated respect by adapting their communication to affirm their mothers’ competence or otherwise avoid offending and disregarding them,” the researchers wrote. One woman, identified as Kelsey in the study, said she listens to her mother talk about things she dislikes and sometimes apologizes to her mother even when she doesn’t feel apologetic. “I would never say, ‘Mom, I don’t want to hear it,’ because I would never say that to my mom. Ever. I would listen to her … I would listen to her tell me things I don’t wanna hear all day long, and never tell her,” Kelsey said. Providing Protection A number of the adult daughters interviewed felt there was an expectation that they would actively protect their mothers. This could be a daughter protecting her mother’s wellbeing, protecting her mother from being taken advantage of, or protecting her from the disrespectful actions of others, including siblings. One woman, Sabine, described a time when she had to stand up to her brother because she felt he was taking advantage of their mother’s goodwill. In addition, she said she had to “get after” her mother for not employing boundaries with the brother. The examples in the study illustrated that many daughters were happy to be champions for their mothers, but some noted that it was difficult to be protectors. Eliciting Mothering A number of the daughters who were interviewed said they struggle a bit with their roles as adults – or even as mothers themselves – who still need to engage with their mothers and ask for assistance. Many said they still seek interaction and approval from their mothers as a sense of pride. “When a daughter calls upon her mother for guidance or activates a need for an emotional evaluation such as pride, she is fulfilling her role expectations,” the researchers wrote. One woman, Lottie, said of her mother: “She compliments me as a mother. I think I feel like a good daughter when I feel like I am making her proud and she lets me know that she is proud of me … and I guess that makes me feel like a good daughter.” Connection In their descriptions of “good daughters,” a number of the daughters interviewed said it was important to set aside time to connect with their mothers. This, the study showed, could be anything from talking on the phone, meeting face to face, taking grandchildren to visit or even moving to a home nearby. Sometimes the expectations are stated outright by the mothers, but that’s not always the case, the researchers explained. Changing the Language Alford said her research has shown that the “language” of daughtering is almost nonexistent in social discourse as well as in scholarly or popular works. For example, she said, a daughter who is caring or supportive is often described as being “motherly.” “That’s an example of giving credit to mothers as being the only people who care for others, versus saying that the daughter is a caring person or that she’s supportive,” Alford said. “We want to think of daughtering as its own form of work and responsibility and put a value on that, so we can see the value that we’re putting into our family relationships and family systems.” One desired outcome of research into this area, Alford said, is that daughters will be given a voice and their valuable work within the family will be acknowledged. “The work that daughters do is important and valuable and the more that we talk about it and bring it to light, the more that we will understand what daughters can bring to the relationship and improve the mother-daughter relationship,” she said. ABOUT THE STUDY The study, “Role Expectations and Role Evaluations in Daughtering: Constructing the Good Daughter,” is published in the Journal of Family Communication. Authors are Allison Alford, Ph.D., clinical assistant professor of business communication in Baylor University’s Hankamer School of Business; and Meredith Marko Harrigan, Ph.D., professor of communication at SUNY Geneseo. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 17,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT HANKAMER SCHOOL OF BUSINESS AT BAYLOR UNIVERSITY At Baylor University’s Hankamer School of Business, integrity stands shoulder-to-shoulder with analytic and strategic strengths. The School’s top-ranked programs combine rigorous classroom learning, hands-on experience in the real world, a solid foundation in Christian values and a global outlook. Making up approximately 25 percent of the University’s total enrollment, undergraduate students choose from 16 major areas of study. Graduate students choose from full-time, executive or online MBA or other specialized master’s programs, and Ph.D. programs in Information Systems, Entrepreneurship or Health Services Research. The Business School also has campuses located in Austin and Dallas, Texas. 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