Talk Radio, Discourse
Radio was the first electronic mass medium. It became a prominent part in people's every day experiences and in the discursive practices of mass media that followed in its wake. Moreover, radio was instrumental in creating communities around it and it has a central part in the public sphere. Key features of radio discourse include: intentionality, sociability, performativity, interactivity, and liveliness. There are many radiophonic genres; foremost among them is the phone-in, in which an ordinary person calls in to a program to talk with a host in front of the audience. The structure and features of phone-ins are illustrated to demonstrate how an institutional setting is achieved. 
 
 
Keywords: 
 
History of Media and Communications; 
language and social interaction; 
media and society; 
public participation; 
radio
“With whom do I have the pleasure?”: Callers’ categories in political talk radio programs
This paper discusses the caller types in political talk radio programs in Israel and the United States. The different caller types are: anonymous, regular, returning, first-time and the unmarked standard caller. The regular callers in Israel use recognitionals to be identified by the host. The returning callers in both countries state their return at the beginning of their talk. The first-time caller also starts his interaction by stating this identity, and some of them say they are regular listeners, to mitigate their novice identity. These types are relevant throughout the interactions: the interactions with regulars and returning callers are harsher or freer than other interactions, whereas interactions with first time callers are gentler. These types resemble similar types from non-media environments, such as the barroom. The various caller membership types contribute to the construction of a community around the programs.
Project management education: The human skills imperative
Abstract This paper is intended to provide an insight into the importance of human skills in project management success and the apparent lack of emphasis placed on this within the context of university education. The discussion will call upon the viewpoints of many notable authors in respect to the human or ‘soft’ skills that are necessary in the management of projects. Against this background a review will be conducted into how well project management literature and university education equips potential project managers in the area of human skills. As the PMBOK ® Guide is one of the major recommended texts in Australian universities offering project management education, the paper will identify that it predominantly emphasises the required ‘hard (technical) skills’ at the expense of the ‘soft (human) skills’. Subsequent discussion will highlight the need for a balance between hard and soft skills within project management education in universities. It will conclude that educators within this discipline should recognise the importance of incorporating greater human skills aspects into their educational programs.