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Previous in-depth focus groups found that postal workers employed by a crown corporation in Canada identified a lack of respect in the workplace. A lack of respect or discourteous behavior might be better understood as a phenomenon of workplace incivility. The purpose of this paper is to report a larger cross-sectional survey to determine: the magnitude of workplace incivility among Canadian postal workers; any association between incivility and indicators of worker well-being; and, the potential buffering benefits of social support from co-workers.

Questionnaire packages were mailed to nearly 2,000 employees of Canada Post Corporation, asking for anonymous responses to questions about their job, demographics, satisfaction and commitment, treatment in the workplace, and well-being.

More than 82 percent of 950 respondents reported at least some workplace incivility. After controlling for demographic and work factors, incivility explained significant variation in worker burnout, anxiety, depression, and hostility (i.e. adjusted R² values ranged from 5 to 46). In addition, the association between incivility and worker anxiety, depression, and hostility was reduced when workers reported greater social support from co-workers.

Incivility is more than just a minor or infrequent source of psychological distress for people working in service. However, a positive outcome is that co-worker support helps reduce the adverse effects of rude and discourteous behavior.

To our knowledge, this was the first large-scale survey exploring workplace incivility in the public postal service. The data from a large sample of postal workers across Canada suggest that the treatment of employees is an ongoing problem at this organization. This research is relevant for understanding workplace interactions and health in the service sector in Canada, though the authors expect it is germane also to other occupations worldwide.

Using a navigational metaphor, this chapter introduces readers to the sometimes stormy seas of implementing new learning technologies into a course, especially those that have pre-existing design flaws (lack of rigor, accountability, content and time constraints, etc.). In addition to presenting what we feel are some best practices in using iOS devices, we analyze nearly 600 students’ reactions to these devices related to how they were used in a 100 level survey style course. For every student who told us that they were “awesome” or helped them “learn and discover new things through [the] course,” there were multiple students who felt that “they are damaging [the] learning experience because they are distracting.” The central argument of this chapter is that without engaging in a dialectic course (re)design process that puts the affordances of the learning technology in conversation with classic principles of instructional design, the utility of adding iOS devices will be limited at best and distracting at worst. The instructors in the course described here did use the devices in a variety of ways and many students were satisfied with the learning experience. However, for others, the combination of the course being too easy and too forgiving along with putting the Internet into students’ hands was a recipe for incivility and off-task uses of technology.

Anthony ‘Skip’ Basiel has been involved in e-learning in the United Kingdom for almost two decades. His work with the British Council in 2004 won him eTutor of the Year Award with the Higher Education Academy. As an Adobe International Education Leader he has expertise in new media and web video conferencing consulting organizations such as Oxford University. He is an Adobe Certified Associate in Web Communication (2010).

The chapters in this book focus on using different types of mediated discourse technologies such as classroom response systems and class replay systems to create technology-rich social learning environments within the classroom. Improvements in low-cost, ubiquitous digital technologies and development of modern learning theories are rapidly changing the manner in which we teach and learn in the postindustrial age. These transformative advancements are also refining our views of what it means to teach and learn in a globalized world. At both the individual and group levels, mediated discourse technologies are becoming more prevalent in higher education as teaching and learning tools across a wide range of disciplines to better engage students and create more participatory and engaging learning environments. Using these technologies in a purposeful manner also has the potential of creating more interesting and enjoyable social learning environments for both instructors and students.

The purpose of this paper is to analyse the representations and experiences of beauty amongst fat women to understand how females located outside of the normative ideal consume, express, challenge and resist “straight” beauty.

A netnographic approach is taken to analyse 922 blog posts written by five female “fatshionistas” who play a significant role in the Australian fat activism movement.

The research findings illustrate that fatshionistas (re)negotiate cultural notions of beauty through three performative acts – coming out as fat, mobilising fat citizenship and flaunting fat.

The study demonstrates how beauty is negotiated as a mode of praxis, a performance in the interaction of day‐to‐day life, whereby the possibilities for multiple and provisional beauties are highlighted.

Given the active participation of those outside of the idealised form in “mainstream” beauty consumption, practitioners should make visible multiple bodily representations that are not reduced to an unhelpful construction of what is considered to be “real”.

By emphasising the lived experience of beauty as something subjective, communal and resistant, this research poses a challenge to mainstream marketing that constructs beauty as normative, singular and conformist. The paper further calls for a “queering” of the gender research agenda within marketing to better interrogate the linkages between an individual's fluid and contested identity work, consumption and marginalised or excluded status within the marketplace.

To date, the cultural and societal effects of controversial advertising have been insufficiently considered. This study aims to investigate how advertising that uses violent representations of women transgresses the taboo of gender-based violence.

This study encompasses a visual analysis of the subject positions of women in five violent advertising representations and a critical discourse analysis of the defensive statements provided by the client organisations subsequent to the public outrage generated by the campaigns.

The authors identify taboo transgression in the Tease, Piece of Meat and Conquered subject positions, wherein women are represented as suggestive, dehumanised and submissive. Client organisations seek to defend these taboo transgressions through the use of three discursive strategies – subverting interpretations, making authority claims and denying responsibility – which legitimise the control of the organisations but simultaneously work to obscure the power relations at play.

The representational authority that advertisers hold as cultural intermediaries in society highlights the need for greater consideration of the ethical responsibilities in producing controversial advertisements, especially those which undermine the status of women.

Controversial advertising that transgresses the taboo of violence against women reinforces gender norms and promotes ambiguous and adverse understandings of women’s subjectivities by introducing pollution and disorder to gender politics.

This paper critically assesses the societal implications of controversial advertising practices, thus moving away from the extant focus on managerial implications. Through a conceptualisation of controversial advertising as transgressing taboo boundaries, the authors highlight how advertising plays an important role in shifting these boundaries whereby taboos come to be understood as generative and evolving. However, this carries moral implications which may have damaging societal effects.

Social media, such as Twitter, has become the first and the most frequent place to visit in order to gain information and establish situational awareness in emergencies and disasters. The purpose of this paper is to examine public opinion on Twitter in different disaster stages using the case of Hurricane Irma.

More than 3.5m tweets capturing the entire disaster lifecycle were collected and analyzed. Topic modeling was used to generate topics at each disaster stage based on Fink’s (1986) four-stage model of crisis and disaster: prodromal, acute, chronic and termination stages.

The results revealed that media reliance varied across different stages. All topics in the prodromal stage were associated with the early warning and real-time news. The topic of lessons learned from Hurricane Harvey was the most popular at this stage. The acute stage recorded the highest number of daily tweets. The most popular topic was the safety of people and animals. In the chronic stage too, the safety of people and animals remained a major concern. Heroic and anti-social behaviors also received substantial attention. In the termination stage, climate change was the most frequently discussed topic. Politics-related discussions were heated.

The results extended and enhanced the four-stage model of crisis and disaster. These findings can help government agencies and crisis managers address audience needs effectively at various crisis stages in a timely manner.