Knight  School  of  Communication   COMM  610  The  Social  Construction  of  Organizing   Fall  2012     Tuesday  6  –  8:45  p.m.     Instructor  Info   Kim  Weller  Gregory,  Ph.D.   gregoryk@queens.edu   704.277.6773  (c)   @ocomfly   Dana  102C     Office  Hours:    After  class;  Tues  &  Thurs  10:45  a.m.-­‐  12  p.m.  and  5:15  –  6  p.m.;  and  by  appointment     COURSE  DESCRIPTION       This  course  demonstrates  the  ways  social  interaction  shapes  and  is  shaped  by  organizing  processes.     We  will  investigate  how  communication  becomes  the  means  by  which  we  come  to  make  sense  of   organizational  life  and  develop  strategies,  structures,  and  practices  for  coordinating  action  and   meeting  goals.         We  will  explore  how  contemporary  organizations  transform  individuals  participating  in  society  by   examining  essential  topics  such  as  identity  construction,  motives,  motivation,  effectiveness,   socialization,  leadership,  and  career.    Forms  of  analysis  include  organizational  values,  narratives,   artifacts,  messages,  practices,  and  structures.         The  specific  objectives  of  this  course  are  to:     1. Critically  examine  the  ways  historical  and  contemporary  organizational  contexts  and  frames   shape  organizing  processes.   2. Appreciate  how  various  theoretical  conceptions  of  organizational  communication  illuminate   our  understanding  of  the  ways  communication  creates,  maintains,  and  transforms   organizations  and  individuals  in  organizations.   3. Improve  your  ability  to  create  and  consume  communication  by  applying  a  variety  of   theoretical  frameworks  to  everyday  organizational  communication  practices.       REQUIRED  MATERIALS     Eisenberg,  E.M.,  Goodall,  H.L.,  Jr.,  &  Trethewey,  A.  (2010).  Organizational  communication:   Balancing  creativity  and  constraint  (6th  Edition).  Boston:  Bedford/St.  Martin’s.       Additional  readings  are  posted  on  our  Queens  Learning  Management  System  (Moodle)  course  site.   http://moodle.queens.edu/      




CLASS  OPERATING  PROCEDURE     Course  Policies     • Connections:         facebook:    We  have  a  facebook  group  open  only  to  students  in  our  course  named  Knight  School   of  Communication  COMM  610  Knight  School  of  Communication  at     http://www.facebook.com/groups/153510951453391/    Please  use  the  group  to  ask  questions   and  share  resources.     Twitter:    I  will  share  ideas  and  resources  as  well  as  post  some  course  announcements  on  Twitter   using  the  hashtag  #comm610.    Please  join  in  the  conversation.         • Assignments:    Assignments  should  be  emailed  to  me  at  gregoryk@queens.edu  by  the  start  of   class  on  the  assigned  day  (i.e.,  written  assignments  or  links  to  digital  assignments).         Unless  otherwise  specified,  submit  any  written  assignments  as  MS  Word  documents  (not  a  PDF)   with  your  first  and  last  name  in  the  title  of  the  document.    I  will  email  you  my  comments,   sometimes  directly  embedded  in  the  assignment.     Any  assignments  submitted  after  the  start  of  class  on  the  assigned  day  will  be  considered  late.     Typically,  any  late  assignment  that  I  choose  to  accept  is  penalized  a  minimum  of  one  letter   grade  for  each  day  that  it  is  late.         • Writing:    As  students  in  a  graduate  program,  your  writing  should  be  clear,  coherent,  and  error   free.    Please  make  an  appointment  at  the  Center  for  Academic  Success  Writing  Center  for  any   extra  assistance  (contact  Jenn  Goddu  at  godduj@queens.edu  or  704.688.2765;  also  see   http://www.queens.edu/studentlife/resources/writing_center.asp).  Written  assignments   should  follow  APA  guidelines.       • Grading:    Some  written  assignments  will  receive  letter  grades  that  will  be  converted  to  a   numerical  score  for  final  grade  computation.    The  grading  scale  is  as  follows:   A     90  –  100                     Superior  work.    Creative.   B     80  –  89     Good  work.    Could  improve  in  one  of  these  areas:    ideas,     argument,  or  grammar.   C     70  –  79     Adequate  work.    Could  improve  in  two  of  these  areas:    ideas,     argument,  or  grammar.   F     69  &  below       Unacceptable  work.    Reflects  unacceptable  level  of  commitment     or  skill.     • Class  Attendance:    As  a  discussion-­‐based  course,  it  is  important  that  you  not  miss  scheduled   class  meetings.    However,  I  realize  that  occasional  professional  and  personal  scheduling   conflicts  are  unavoidable.    Therefore,  you  may  miss  1  class  with  no  penalty.    For  each  additional   absence,  your  final  participation  grade  will  be  reduced  by  5  points.    If  you  must  miss  class,   please  try  to  Skype  in.    

• Confidentiality:    Confidentiality  on  all  papers  and  projects  will  be  honored.    The  names  of   people  or  organizations  may  be  changed  for  your  coursework.    Please  see  me  if  you  have  any   questions  or  concerns  about  your  paper  or  project.  


University  Policies   • University  Closings/Cancelled  Classes:    QAlert:    Sign  up  to  receive  campus  emergency   notifications  via  voicemail,  text  and/or  e-­‐mail  at  www.queens.edu/alert.  If  classes  are  meeting   but  you  feel  that  you  cannot  find  a  safe  way  to  get  to  class,  please  notify  me  as  soon  as   possible.    Should  I  need  to  cancel  class,  I  will  notify  you  by  sending  out  a  message  on  our  course   Facebook  page  and  Twitter.         Honor  Code  &  Plagiarism:  The  Honor  Code,  which  permeates  all  phases  of  university  life,  is   based  on  three  fundamental  principles.    It  assumes  that  Queens  students:  a)  are  truthful  at  all   times,  b)  respect  the  property  of  others,  and  c)  are  honest  in  tests,  examinations,  term  papers,   and  all  other  academic  assignments.         Plagiarism  is  representing  another’s  words  or  thoughts  as  one’s  own,  and  it  is  a  clear  violation  of   Queens’  Honor  Code.    It  can  take  many  forms,  including  word-­‐for-­‐word  plagiarism  or   paraphrasing  without  providing  proper  citation  of  source.    To  learn  more,  visit  the  Queens   Center  for  Academic  Success  located  in  the  basement  of  Dana   (http://www.queens.edu/studentlife/resources/academicresourcecenter.asp)   or  the  following  website:  http://www.plagiarism.org/.    Please  contact  me  if  you  have  any   questions  or  believe  a  violation  of  the  Honor  Code  has  occurred.       Institutional  Review  Board:    Students  must  gain  approval  from  the  IRB  in  advance  for  any   upcoming  research  that  directly  involves  human  subjects.    Research  review  regulations  are  a   federally  mandated  process  that  seeks  to  protect  human  subjects  from  physical  or  emotional   harm,  as  well  as  deceptive  or  exploitative  research.    IRB  regulations  at  academic  institutions   also  help  protect  researchers  and  their  institutions  from  legal  and  reputational  risks.     Retroactive  approvals  are  not  possible.    For  more  information  and  the  necessary  forms,  visit   MyQueens  and  see  shared  documents  (left  side  bar).   Intellectual  Property  Policy:    Queens  University  of  Charlotte  faculty  and  students  adhere  to  the   Queens’  Intellectual  Property  Policy.  See  Faculty  Handbook,  http://moodle.queens.edu,   and  the  Queens  University  of  Charlotte  website  at  http://www.queens.edu.   Disability  Accommodations:    If  you  are  a  student  with  a  verified  disability  and  you  require   accommodations,  please  provide  me  with  the  necessary  memorandum  that  was  given  to  you  by   Student  Disability  Services.      Contact  Disability  Services  at  704-­‐337-­‐2508.        


  •   •



ASSIGNMENT  DESCRIPTIONS   Reflection  Blog     40%     You  will  start  (or  add  to)  a  blog  for  the  course  and  post  six  reflection  pieces  over  the  course  of  the   semester  that  provide  you  with  an  opportunity  to  apply  course  concepts  to  a  real-­‐life  organizational   setting.    The  goal  is  to  heighten  your  understanding  of  how  communication  becomes  the  means  by   which  we  come  to  make  sense  of  organizational  life  and  develop  strategies,  structures,  and   practices  for  coordinating  action  and  meeting  goals.         Following  are  guidelines  for  your  blog:     • Blog  posts  should  be  approximately  500-­‐700  words  in  length  (i.e.  approximately  1  ½  to  2   pages  of  a  traditional  paper).       • Posts  should  sound  professional  and  avoid  slang.       • Posts  should  be  free  of  typographical  and  grammatical  errors.   • Each  posting  should  have  coherency.    That  is,  each  posting  should  have  a  coherent  thesis  or   argument  and  it  should  be  supported  by  examples  from  real-­‐life  organizational  events,  as   well  as  personal  experiences  or  perceptions.   • Each  blog  post  MUST  apply  specific  course  material  (such  as  aspects  of  a  specific   organizational  communication  theory  or  material  from  a  course  reading).    Cite  your   sources  to  identify  when  you  are  incorporating  course  material.       Note:    For  our  course,  I  suggest  following  additional  guidelines:       1. Begin  each  post  with  a  brief  contextualization  of  your  topic  (i.e.,  Why  is  this  timely   or  important?).   2. End  your  post  with  a  “so  what”  conclusion  (i.e.,  Once  again,  why  is  this  important?   How  can  we  learn  from  this?).   3. Ask  a  question  of  the  reader  at  the  very  end  of  your  post  to  engage  conversation.     The  reflection  blog  assignment  will  be  evaluated  twice  throughout  the  term,  with  each  grade   counting  towards  20%  of  your  final  grade.    The  first  assessment  will  be  approximately  half  way   through  the  semester.         Your  first  four  reflection  blog  posts  should  each  address  the  following  respective  topics:     1. Historical  Perspectives  of  Organizing:    Classic  Management,  Human  Relations  and/or  Human   Resources   2. Critical  Theory   3. Systems  Thinking  and/or  Sensemaking   4. Organizational  Culture     You  may  choose  from  the  following  topics  for  your  remaining  two  reflection  blog  posts:     • Organizational  Culture  and  Climate   • Creativity  and  Collaboration   • Communication  and  Leadership   • Crafting  Identities  and  Brand   • Organizing  Across  Differences  



  Inquiry  Project     35%     In  no  more  than  10  pages,  you  will  draft  a  communication  inquiry  paper  in  which  you  adopt  an   inquiry  model  (e.g.,  narrative,  rhetorical  criticism,  ethnography)  to  explore  a  particular  organizing   context  (e.g.,  leadership,  innovation,  identity  and  brand,  organizational  culture,  motivation,   strategic  communication  across  multiple  audiences,  etc.).    You  will  illuminate  your  topic  with  at   least  one  organizational  communication  theory  or  concept.     The  ultimate  goal  is  to  illuminate  the  ways  strategies,  structures,  and  processes  of  organizing  are   socially  constructed  through  communication,  as  well  as  the  ways  organizational  and  individual   identities  are  shaped  by  social  interactions.     Some  inquiry  project  examples  might  be  (1)  exploring  an  organizational  culture  through  an   ethnography  (one  you  conduct  or  one  already  completed);  (2)  investigating  the  ways  organizational   and  individual  identities  are  constructed  through  narrative;  and  (3)  taking  a  critical  approach  to   exploring  the  ways  some  seemingly  helpful  HR  practices  covertly  constrain  individual’s  choices.     Specifically,  your  research  project  should:     1. Articulate  your  organizational  communication  problem,  strategy,  or  initiative  to  be  analyzed   and  evaluated.   2. Adopt  and  describe  an  inquiry  model  to  explore  that  communication  topic.   3. Contextualize  your  communication  topic  through  credible  research  and  literature  (either   written  as  a  traditional  literature  review  or  an  annotated  bibliography).   4. Draw  some  conclusion  about  your  topic  using  at  least  one  theoretical  framework  to  support   or  illuminate  it.     Personal  Organizing  Philosophy   10%     The  goal  of  this  assignment  is  to  help  you  reflect  on  the  various  assumptions,  structures,  and   theories  of  organizing  that  we  explore  in  this  course  to  create  your  own  personal  organizing   philosophy.         Draft  an  introductory  post  for  your  reflection  blog  in  which  you  describe  your  ideologies  about  what   successful  organizing  and  organizational  communication  should  look  like  in  the  21st  century.    Draw   upon  your  learning  in  this  course  and  address  issues  such  as  your  personal  communication  and   leadership  style,  management  philosophy,  means  of  fostering  collaboration  and  creativity,   managing  differences,  crafting  organizational  and  individual  identities,  communicating  strategically   with  diverse  audiences,  or  other  best  practices  for  the  various  dynamics  of  organizational  life.     Contextualize  your  organizing  philosophy  in  the  new  “realities”  of  organizing  today.     You  will  present  your  personal  organizing  philosophy  to  the  class  at  the  end  of  the  semester  using  a   digital  tool.          

Participation   15%  


  Contributions  to  class  discussion  and  class  attendance  will  be  counted  toward  the  total  participation   grade  in  the  course.       In  addition,  for  certain  class  periods,  I  will  ask  (in  advance)  a  small  group  of  students  to  be  in  charge   of  the  discussion  for  a  particular  reading  or  set  of  readings  (approximately  a  20-­‐30  minute   discussion).  On  these  occasions,  be  prepared  to  summarize  the  article/reading,  provide  connections   to  course  concepts,  and  be  able  to  illuminate  concepts  with  real-­‐life  examples  and/or  a  case  study.         TENTATIVE  COURSE  SCHEDULE           DATE   DISCUSSION  TOPICS   ASSIGNMENTS  DUE             Sept  4   DNC  in  Charlotte  –  No  class  Meeting             Sept  11   Introduction  to  the  course  and   Text:  Ch.  1,  Ch.  2  (pp.  26-­‐36     organizational  communication   only)       Labor,  Work,  and  Organizing  in  the   Safian  (2012)  (link  below)   Modern  World       McKinsey  Global  Institute  (link   below)           Sept  18   Early  Theoretical  Perspectives   Text:    Ch.  3  (pp.  59-­‐70  only)   Scientific  Management/Classic     Management/Bureaucracy   Miller:  Ch.  1  (Moodle)       Grow  (2006)  (link  below)     WSJ  Online  (2008)  (link  below)     WSJ  Online  (2010)  (link  below)           th Sept  25   Mid  20  century  Organizing:    Human   Text  :    Ch.  3  (pp.  70-­‐79  only)     Relations  &  Human  Resources       Miller:  Ch.  2  &  Ch.  3  (Moodle)   Comm  Scholar:    Functional  Approach     Fast  Co:  (2012)  (link  below)   Lucas  (2010)  (link  below)   WSJ  Online  (2011)  (link  below)    

  DATE     Oct  2       DISCUSSION  TOPICS       Contemporary  Organizing:    Systems   Theory,  Learning  Organizations  &   Sensemaking       ASSIGNMENTS  DUE       Text:    Ch.  3  (pp.  79-­‐95  only)     Morgan  Ch.  3  (Moodle)     Weick:  Ch.  1  &  Ch.  2  (1995)   (Moodle)     Weick:  Mann  Gulch  Disaster   (1993)  (Moodle)     Fast  Co.  (2011)  (link  below)         Critical  Approaches  to  Organizing:  Power   Text:    Ch.  5   &  Ideology       Deetz  Ch.  1  (Moodle)   Comm  Scholar:    Critical  Approach     Foucault:  Panopticism  (Moodle)   (review)     Atlantic  Magazine  (2012)  (link   below)     Class  in  groups,  each  group   reads  one:   • Pierce  &  Dougherty   • Spradlin   • Violanti   • Murphy         Organizational  Culture  &  Climate   3  Reflection  Blogs  Due:  Classic   Organizational  Onboarding   Management,  Systems  Theory,     Critical  Theory   Comm  Scholar:  Cultural  Approach  &     Ethnography   Text:    Ch.  4     Vanity  Fair  (2012)  (link  below)     Fast  Co.  (2012)  (link  below)     WSJ  Online  (2011)  (link  below)     Gibson  &  Papa  (2000)  (Moodle)  


  Oct  9    

  Oct  16  

  DATE     DISCUSSION  TOPICS       ASSIGNMENTS  DUE     Goodall  (Moodle)           Smartblogs.com  (link  below)     McKinsey:  Mozilla  interview   (link  below)     Forbes.com:    Reddit  revolution   (link  below)     WSJ.com:  D-­‐School  (link  below)     Wharton  (link  below)     NYT.com  (2012)  (link  below)   The  rise  of  groupthink       Text:    Ch.  8     Wired:    Steve  Jobs  (link  below)     Strategy-­‐business.com:  mad   about  leadership  (link  below)       Cheney  et.  al.,  Ch.  5  (Moodle)     Cheney  (1983)  (Moodle)  (skim)     Tracey  &  Scott  (2006)  (Moodle;   skim)     NY  Times:  Samuelsoon  (link   below)       WSJ  Online  (link  below)  For   Angry  Employees,  Legal  Cover   for  Rants     WSJ  Online  article  #2  (link  


      Oct  23  

      Creativity  &  Collaboration    

  Oct  30  

  Communication  and  Leadership    

  Nov  6  

  Identity  &  Identification  in  Our   Organizations     Comm  Scholar:    Rhetoric  &  Performance    

  DATE     DISCUSSION  TOPICS       ASSIGNMENTS  DUE     below)  Living  by  the  book  of   Apple           Text:    Ch.  6     Cheney  et.  al.  Ch.  13  &  14   (Moodle)     Text:    Ch.  2  (pp.  36-­‐51)     Fast  Co:  China’s  culture  (link   below)     Intergenerational  learning  (link   below)     Greenleaf.org:  Servant   Leadership  (link  below)      


      Nov  13  

      Organizing  Across  Differences:     Generations  &  Cultures     Ethics  &  Values  in  Our  Organizations      

  Nov  20  

  Nov  27  

  No  Class  Meeting   Happy  Thanksgiving!       Organizational  (Re)Alignment:  Strategy,   Change  &  Managing  Information      

  Dec  4  

  The  Entrepreneurial  Self  &  Organizing  in   the  21st  Century    

  Inquiry  Projects  Due     Text:    Ch.  9     Cheney  et.  al.  Ch.  11  (Moodle)     Forbes.com:  Do  Nothing  (link   below)     SloanMIT:  Big  Data  (link  below)       NY  Times.com:Entrepreneurial   Generation  (link  below)     Kamenetz  (2012)  (link  below)    

  DATE     DISCUSSION  TOPICS       ASSIGNMENTS  DUE     NYT:  Data  Mining  (link  below)     The  Atlantic:  Why  women  can’t   have  it  all  (link  below)     Tweet  with  caution  (link  below)       Philosophy  of  Organizing  Intro   Blog  Post  Due  (All  Reflection   Blogs  Final)  


  Dec  11  

  Presentations:    Philosophy  of   Organizing       Final  Exam  Period    

    LINKS  TO  SUPPLEMENTAL  READINGS     Sept  11:    Labor  &  Work  in  the  21st  Century     Safian,  R.    (2012).    Generation  flux.    Fast  Company.     http://www.fastcompany.com/magazine/162/generation-­‐flux-­‐future-­‐of-­‐business     McKinsey  Global  Institute  (2012).     http://www.mckinsey.com/Insights/MGI/Research/Labor_Markets/Future_of_work_in_adva nced_economies     Sept  18:    Classic  Management     Grow,  B.  (2006).  Renovating  Home  Depot.  BusinessWeek.   http://www.businessweek.com/magazine/content/06_10/b3974001.htm     WSJ  Online  (2008).    Stores  count  seconds  to  trim  labor  costs.     http://online.wsj.com/article/SB122651745876821483.html     WSJ  Online  (2010).    At  Starbucks,  Baristas  told  no  more  than  two  drinks.     http://online.wsj.com/article/SB10001424052748704164004575548403514060736.html     Sept  25:    Human  Relations     Fast  Company  (2012).    Relationships:    The  new  bottom  line  in  business.     http://www.fastcompany.com/events/realtime/florida/rlewin.html       Lucas,  S.  (2010).    Is  it  HR’s  job  to  protect  employees  or  VPs?    http://www.cbsnews.com/8301-­‐ 505125_162-­‐44940934/is-­‐it-­‐hrs-­‐job-­‐to-­‐protect-­‐employees-­‐-­‐or-­‐vps/    



WSJ  Online  (2011)     http://online.wsj.com/article/SB10001424052970204319004577088810100916828.html     Oct  2:    Critical  Theory     Atlantic  Magazine  (2012).    Is  Facebook  making  us  lonely?     http://www.theatlantic.com/magazine/archive/2012/05/is-­‐facebook-­‐making-­‐us-­‐ lonely/8930       Oct  9:    Systems  thinking  &  Self-­‐organizing     Fast  Company  (2011).    How  the  seemingly  chaotic  but  wildly  successful  fringe  festival  makes  it  work.     http://www.fastcompany.com/1773957/fringe-­‐festival-­‐lessons-­‐for-­‐businesses     Oct  16:    Organizational  Culture     Vanity  Fair  (2012).    Microsoft’s  downfall:    Inside  the  executive  e-­‐mails  and  cannibalistic  culture  that   felled  a  tech  giant.    http://www.vanityfair.com/online/daily/2012/07/microsoft-­‐downfall-­‐ emails-­‐steve-­‐ballmer     Fast  Company  (2012).    How  intangible  corporate  culture  creates  tangible  profits.     http://www.fastcompany.com/1840650/how-­‐intangible-­‐corporate-­‐culture-­‐creates-­‐tangible-­‐ profits     WSJ  Online  (2011).    Disney,  Walton,  Ford,  Gates:    Tales  of  when  legends  leave.     http://online.wsj.com/article/SB10001424053111904875404576530864214225444.html     Oct  23:    Creativity  &  Collaboration     http://smartblogs.com/leadership/2012/05/21/lessons-­‐on-­‐teamwork-­‐from-­‐really-­‐bad-­‐team-­‐ members/     http://www.mckinseyquarterly.com/Succeeding_at_open-­‐ source_innovation__An_interview_with_Mozillas_Mitchell_Baker_2098#     http://www.forbes.com/sites/ryanholiday/2012/05/01/inside-­‐the-­‐reddit-­‐ama-­‐the-­‐interview-­‐ revolution-­‐that-­‐has-­‐everyone-­‐talking/     http://online.wsj.com/article/SB10001424052702303506404577446832178537716.html?mod=dist_ smartbrief     http://knowledge.wharton.upenn.edu/article.cfm?articleid=2487     http://www.nytimes.com/2012/01/15/opinion/sunday/the-­‐rise-­‐of-­‐the-­‐new-­‐ groupthink.html?_r=2&scp=4&sq=January%2015,%202012%20and%20team&st=Search     Oct  30:    Leadership    



http://www.wired.com/business/2012/07/ff_stevejobs/     http://www.strategy-­‐business.com/article/ac00038?pg=1             Nov  6:    Identity  &  Identification  in  Organizations     http://www.nytimes.com/2012/08/05/business/marcus-­‐samuelsson-­‐both-­‐a-­‐chef-­‐and-­‐a-­‐ brand.html?pagewanted=all     http://online.wsj.com/article/SB10001424052970203710704577049822809710332.html     http://online.wsj.com/article/SB10001424053111904009304576530792101313486.html     Nov  13:    Organizing  Across  Differences     http://www.fastcompany.com/1802729/leaders-­‐alibaba-­‐youku-­‐and-­‐baidu-­‐are-­‐slowly-­‐shaking-­‐ chinas-­‐corporate-­‐culture     http://www.slate.com/articles/technology/future_tense/2012/08/early_education_technology_mak ers_can_learn_about_intergenerational_learning_from_sesame_street_.2.html     http://www.greenleaf.org/whatissl/AKPFreeEnterprise.pdf     Nov  27:    Organizational  (Re)Alignment     http://www.forbes.com/sites/dorieclark/2012/07/23/the-­‐management-­‐insight-­‐that-­‐could-­‐ revolutionize-­‐your-­‐company-­‐do-­‐nothing/     http://sloanreview.mit.edu/the-­‐magazine/2012-­‐fall/54104/how-­‐big-­‐data-­‐is-­‐different/     Dec  4:    Future  of  Work     http://www.nytimes.com/2011/11/13/opinion/sunday/the-­‐entrepreneurial-­‐ generation.html?_r=4&pagewanted=all     Kamenetz,  A.    (2012).    The  four-­‐year  career.    Fast  Company.     http://www.fastcompany.com/magazine/162/average-­‐time-­‐spent-­‐at-­‐job-­‐4-­‐years     http://www.nytimes.com/2012/07/22/education/edlife/colleges-­‐awakening-­‐to-­‐the-­‐opportunities-­‐ of-­‐data-­‐mining.html?_r=2&pagewanted=1&src=recg     http://www.theatlantic.com/magazine/archive/2012/07/why-­‐women-­‐still-­‐cant-­‐have-­‐it-­‐ all/309020/3/     http://www.foreignpolicy.com/articles/2012/06/26/tweet_with_caution  



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