Risk communication in theory and practice: a case study

With the acceleration of China's industrialized cities, economic construction and social development have caused considerable damage to the natural environment. Having a good living environment has become an urgent need of the Chinese people, who have already met their basic material needs. This paper mainly adopts the method of combining theoretical analysis with case study. From the perspective of theory and practice, this paper studies the following contents: the present situation of teaching development and reflection on the environmental design specialty in China, the characteristics of open teaching mode, combined with the setting of environmental design specialty curriculum system and the teaching conditions of related specialties in Chinese universities. This study takes the open teaching mode of ordinary colleges and universities as the research object, and takes a university in China as an example to study the open teaching mode.

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Development of Risk Communication Theory and Practice

10.1002/9781119081753.ch4 ◽

2021 ◽

pp. 69-85

Keyword(s):

Risk Communication ◽

Communication Theory ◽

Theory And Practice

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Using action research in innovation project management: building legitimacy and organizational learning in an SME during a merger process

International Journal of Managing Projects in Business ◽

10.1108/ijmpb-02-2020-0044 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Constance Elizabeth Kampf ◽

Charlotte J. Brandt ◽

Christopher G. Kampf

Keyword(s):

Project Management ◽

Organizational Learning ◽

Action Research ◽

Management Practices ◽

Innovation Process ◽

Theory And Practice ◽

Organizational Level ◽

Content Type ◽

Innovation Project

PurposeThe purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.Design/methodology/approachMeta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.FindingsKey findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.Research limitations/implicationsThis study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.Practical implicationsFor researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.Originality/valueThis case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.

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Taking the heterogeneity of citizens into account: flood risk communication in coastal cities – a case study of Bremen

Natural Hazards and Earth System Science ◽

10.5194/nhess-9-1931-2009 ◽

2009 ◽

Vol 9 (6) ◽

pp. 1931-1940 ◽

Cited By ~ 20

Author(s):

T. Martens ◽

H. Garrelts ◽

H. Grunenberg ◽

H. Lange

Keyword(s):

Risk Communication ◽

Flood Risk ◽

Media Analysis ◽

Specific Information ◽

Flood Hazards ◽

Meso Level ◽

Flood Risks ◽

Protective Actions ◽

Distribution Of Resources

Abstract. The likely manifestations of climate change like flood hazards are prominent topics in public communication. This can be shown by media analysis and questionnaire data. However, in the case of flood risks an information gap remains resulting in misinformed citizens who probably will not perform the necessary protective actions when an emergency occurs. This paper examines more closely a newly developed approach to flood risk communication that takes the heterogeneity of citizens into account and aims to close this gap. The heterogeneity is analysed on the meso level regarding differences in residential situation as well as on the micro level with respect to risk perception and protective actions. Using the city of Bremen as a case study, empirical data from n=831 respondents were used to identify Action Types representing different states of readiness for protective actions in view of flood risks. These subpopulations can be provided with specific information to meet their heterogeneous needs for risk communication. A prototype of a computer-based information system is described that can produce and pass on such tailored information. However, such an approach to risk communication has to be complemented by meso level analysis which takes the social diversity of subpopulations into account. Social vulnerability is the crucial concept for understanding the distribution of resources and capacities among different social groups. We therefore recommend putting forums and organisations into place that can mediate between the state and its citizens.

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Conceptions of Speech Acts in the Theory and Practice of Argumentation: A Case Study of a Debate About Advocating

Studies in Logic Grammar and Rhetoric ◽

10.2478/slgr-2014-0003 ◽

2014 ◽

Vol 36 (1) ◽

pp. 79-98 ◽

Cited By ~ 2

Author(s):

Jean Goodwin

Keyword(s):

Natural Resource ◽

Speech Acts ◽

Speech Act ◽

Theory And Practice ◽

Ongoing Debate ◽

Self Reflection ◽

Communication Challenges

Abstract Far from being of interest only to argumentation theorists, conceptions of speech acts play an important role in practitioners’ self-reflection on their own activities. After a brief review of work by Houtlosser, Jackson and Kauffeld on the ways that speech acts provide normative frameworks for argumentative interactions, this essay examines an ongoing debate among scientists in natural resource fields as to the appropriateness of the speech act of advocating in policy settings. Scientists’ reflections on advocacy align well with current scholarship, and the scholarship in turn can provide a deeper understanding of how to manage the communication challenges scientists face.

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Voices Inside Schools - Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom

Harvard Educational Review ◽

10.17763/haer.70.3.h6608mh361t7u41w ◽

2000 ◽

Vol 70 (3) ◽

pp. 370-405 ◽

Cited By ~ 17

Author(s):

Zachary Dean Sconiers ◽

Jerry Lee Rosiek

Keyword(s):

Science Education ◽

Educational Equity ◽

Narrative Structure ◽

School Science ◽

Theory And Practice ◽

Full Detail ◽

Sonata Form ◽

Equity Issues ◽

University Researcher

In this article, middle school science teacher Zachary Sconiers and university researcher Jerry Rosiek introduce the sonata-form case study, a narrative structure designed to document teachers' understandings of how subject matter and sociocultural influences intersect in the classroom. Written in collaboration with the Fresno Science Education Equity Teacher Research Project, this case study is told from the perspective of Jerome Jameson, a fictional chemistry teacher, whose story is based on Sconiers's actual teaching experiences. Also integrated into the narrative are Sconiers's in-depth reflections on the connections between his commitment to science education and his commitment to promoting educational equity. The sonata-form case study is followed by an afterword, written by Rosiek and Sconiers, that describes this unique methodology for teacher inquiry in full detail. The writing process for the case study was extensive and iterative: the two authors worked closely over the course of a year to develop the narrative, with Rosiek taking the lead on revising and editing. With this case study, Sconiers and Rosiek highlight the critical need for a new form of educational research, one that "builds bridges between the discourses of educational excellence and educational equity, as well as between theory and practice."

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