Attending a post-secondary school to obtain an academic degree is a common theme among young adults, as is dabbling in the world of drinking

and hooking up. This study by Hess, Lederman, and Menegatos (2010) analyzes why and how young adults decide how to respond to intoxicated female peers contemplating casual sex. This research project builds upon the widely explored individual variables associated with making sexual choices. To maximize accuracy of their results, the researchers used the socially-situated experiential learning model (SSEL) as a theoretical background. According to the authors (2010), this model argues that assumptions about drinking norms are a result from the experience-based process of acquiring, interpreting, and behaving upon social information (and misinformation) received from peers and other sources within the context of their direct learning experiences (p. 377). The simulation game was staged with five different situations which all involved alcohol-related decisions of Jane a simulated friend. Using the SSEL model based upon the simulation of decision making versus a hypothetical scenario allowed the researchers to examine personal hook up experiences, as well as the peers choices through a theoretical lens of what were assumed to be cultural norms, but to avoid any real-life consequences. The researchers goal in studying how peers intervened and attempted to protect female friends was to discern more information about the relationship between alcohol use and sexual behavior. One hundred and forty-one first-year students engaged in the game that was led by an instructor who recorded and observed the behavior. After each scenario, the researcher assessed how the young adults directing participants to select one of three possible actions. Once the game was completed the young adults were brought into a classroom to reflect upon their simulation decisions. Participants responses in the game

and classroom were analyzed and processed as if they would be the participants actual behavior in a social setting. The project discovered that different genders views of social norms, of the definition of a hook up, and of factors influencing sex and alcohol were blurred. One area of concern for gender miscommunication related to the culture of college drinking. Numerous students believed drinking was a rite of passage as opposed to a health concern; therefore, the desire to fit into a social setting outweighed any negative consequences. In addition, many of the young adults assumed their friends were more at ease hooking up and had consumed more alcohol at the social outing than they actually had. The young adults drinking partners played a role in the likelihood of his or her experience of alcohol-related problems. For example, if a woman had been drinking with friends rather than with strangers her chances of experiencing any troubling alcohol situations would decrease (Hess et al., 2010). The participants, especially the females, stressed the importance of speaking with the intoxicated female about her decision and drinking behavior. Whereas the males decision to speak with the female depended upon how well he knew the intoxicated female and male, as well as whether he knew of any prior relationship history between the pair. This study contributed to the education field by simulating real life experiences and response to a common concern in post-secondary social lives. It shed light on how and when the decisions are made to intervene in relationships with hook ups and alcohol by using a specialized method. With this applicable and easily understandable model, students can grasp the results and focus on where communication improvement is needed in difficult situations. Educators also stand to gain an inside look at how a scenario would occur and how to instruct students to handle and potentially defuse various situations.

Reference Hess, A., Lederman, L. C., & Menegatos, L. (2010). Friends don't let Jane hook up drunk: A qualitative analysis of participation in a simulation of college drinkingrelated decisions. Communication Education, 59(3), 374 - 388. doi: 10.1080/03634521003628909

Media campaigns have painted a conglomeration of HIV images in the publics eyes for decades. With HIVs identity undergoing many transformations, media campaigns have attempted to use educational billboards to inform about health factors and to influence certain groups about behavioral changes. In this study the campaigns goal was to utilize billboard marketing on HIV prevention by targeting the largest infected group in America: gay and bisexual African American men (Castro & Spieldenner, 2010). Gay and bisexual African American men compose nearly half of the new HIV cases in America. This statistic can be contributed to higher levels of sexually transmitted diseases, lower testing, not recognizing the HIV infection and late diagnosis, as well as media coverage developing a process of secondary marginalization that has hushed the virus communities (Castro & Spieldenner, 2010). Secondary marginalization follows the majority of the populations attitude, which discriminates and stigmatizes homosexual sex, substance abusers, and/or individuals living in poverty. Furthermore, proper news coverage has failed to highlight HIV issues in the African American news unless the report pertains to a heterosexual African American woman who is substance free and/or wealthier citizens. To gain a better understanding of how the health campaigns communicate with the marginalized groups, the researchers enlisted the help of community-based organizations, such as health departments and AIDS service providers, to implement billboards with certain content criteria. The organizations placed 40 HIV prevention advertisements in 12 US cities. The billboards clearly displayed a single, gay or bisexual, African American man and a theme category: educational, fear-based, controversial, or inspirational (Castro & Spieldenner, 2010). Although the campaign did not intend to

humiliate or degrade the viewers, unintentional messages did become intertwined with the main billboards theme sending marginalizing messages. For example, one inadvertent message highlighted a gay African American man in a general gay community. It promoted testing and increase communication about HIV, which resulted in African American men feeling segregated from their African American community (Castro & Spieldenner, 2010). By examining these messages and target audience with content analysis, researchers were able to identify variables with a cultural-critical approach. This approach provided an understanding visual representation of the culture, various meanings within the marginalized group, uncovered weaknesses and limitation in the campaign, and strategies of resistance and marginalization (Castro & Spieldenner, 2010, p. 376). Nonetheless, a fine line between social, historical, and cultural forces continually appeared making at least one group feel placed in a lower status. In addition, it showed especially when addressing a marginalized group that the media needed to be weary to not aggravate an already touchy subject with stigmatizing messages. These conflicts may have been avoided if the campaigns billboards would have been allotted more publicity time. However, because of budget restraints and political variables the time was restricted and the communities were unable to adopt the ideas. Since the study lacked sufficient publicity time and funds, I felt it resulted in a loss of rich data that did not allow the project to reach its highest potential. The research did support, though, that observing and teaching content could send unintentional messages because everyone has a different viewing lens. Therefore, this articles study did contribute to understanding how particular groups should be approached and be educated on vital topics.

Reference Castro, C. F., & Spieldenner, A. R. (2010). Education and fear: Black and gay in the public sphere of HIV prevention. Communication Education, 59(3), 274 - 281. doi: 10.1080/03634521003606202