Coverart for item
The Resource Environmental communication : skills and principles for natural resource managers, scientists and engineers, Richard R. Jurin, Donny Roush, Jeff Danter

Environmental communication : skills and principles for natural resource managers, scientists and engineers, Richard R. Jurin, Donny Roush, Jeff Danter

Label
Environmental communication : skills and principles for natural resource managers, scientists and engineers
Title
Environmental communication
Title remainder
skills and principles for natural resource managers, scientists and engineers
Statement of responsibility
Richard R. Jurin, Donny Roush, Jeff Danter
Creator
Contributor
Subject
Language
eng
Cataloging source
NLNZ-OCLC
http://library.link/vocab/creatorDate
1953-
http://library.link/vocab/creatorName
Jurin, Richard R.
Illustrations
illustrations
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
  • 1965-
  • 1961-
http://library.link/vocab/relatedWorkOrContributorName
  • Roush, Donald E.
  • Danter, K. Jeffrey
http://library.link/vocab/subjectName
  • Communication in the environmental sciences
  • Communication of technical information
Label
Environmental communication : skills and principles for natural resource managers, scientists and engineers, Richard R. Jurin, Donny Roush, Jeff Danter
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • 1. Understanding the World Around Us -- 1.1. Introduction -- 1.2. Axioms for Environmental Communications -- 1.3. A Brief History of Environmental Communication -- 1.3.1. Nature Writing -- 1.3.2. Outdoor Recreation and Travel Writing -- 1.3.3. Science Writing -- 1.3.4. Public Affairs Reporting -- 1.3.5. Persuasion -- 1.4. The Growth of Environmental Communication -- 1.4.1. 1969-1974 -- 1.4.2. 1989-1994 -- 1.4.3. 2002 Onward -- 1.5. Definitions of 'Environmental Communication' -- 1.6. Models of Environmental Communication -- 1.6.1. Communicating Environmental Information Model -- 1.6.2. Ecological Model of the Communication Process -- 1.7. A Sense of Place -- 1.8. What Is Sustainability? -- 1.9. Education for Sustainable Development -- 1.9.1. Case Studies: Education for Sustainable Development (ESD) -- References and Further Reading -- 2. Communicating About the Environment -- 2.1. Introduction -- 2.2. Communication Modeling and Theory -- 2.2.1. Communication Perspectives -- 2.2.2. Message Elaboration -- 2.3. What Are the Differences and Similarities Among Environmental Communication, Environmental Education and Environmental Interpretation? -- 2.4. Principles of Adult/Community Education -- 2.5. Implications for the Professional -- 2.5.1. Case Study: Environmental Education Project WILD -- 2.5.2. Case Study: Environmental Interpretation. Great Barrier Reef Marine Park -- 2.5.3. Case Study: Environmental Communication -- References and Further Reading -- 3. Developing Your Environmental Literacy -- 3.1. Introduction -- 3.2. Literacy -- 3.3. Numeracy -- 3.4. Science Literacy -- 3.5. Environmental Literacy -- 3.5.1. Degrees of Environmental Literacy -- 3.5.2. Measuring Environmental Literacy -- 3.6. Ecological Literacy -- 3.6.1. Nature-Deficit Disorder -- 3.6.2. No Child Left Inside -- 3.7. How Science Information Becomes Reliable -- 3.7.1. Frontier Science -- 3.7.2. Primary Literature -- 3.7.3. Secondary Literature -- 3.7.4. Textbook Science -- 3.7.5. The Internet and the Knowledge Filter -- 3.8. Thinking Critically About Scientific Information -- 3.8.1. Does Their Argument Make Sense? -- 3.8.2. Who Is the Source of the Information? -- 3.8.3. Are the 'Facts' Placed in a Context of Accepted Knowledge? -- 3.8.4. How Was the Information Obtained? -- 3.8.5. What Kind of Study Was Reported? -- 3.8.6. Were Measurements and Statistics Used Properly? -- 3.9. The Art of Argumentation -- 3.10. Case Study: Environmental Literacy. Last Child in the Woods -- References and Further Reading -- 4. Investigating Environmental Issues -- 4.1. Introduction -- 4.2. Components of Issue Analysis -- 4.3. How Issues Arise -- 4.4. Dissecting Issues -- 4.5. Value Descriptors -- 4.6. Global vs. Regional vs. Local Issues -- 4.7. Framing and Framing Anew -- 4.8. Case Study: Environmental Issue Analysis. Ohio Beverage Container Deposit Legislation -- References and Further Reading -- 5. Planning Environmental Communications -- 5.1. Introduction -- 5.2. A Process for Planning Campaigns -- 5.2.1. Problem Statement -- 5.2.2. Goals -- 5.2.3. Audience Analysis -- 5.2.4. Objectives -- 5.2.5. Message Development/Media Options/Audience Suitability -- 5.2.6. Media Choice and Design -- 5.2.7. Timeline -- 5.2.8. Front-End Evaluation -- 5.2.9. Formative Evaluation -- 5.2.10. Summative Evaluation -- 5.2.11. Project Budget -- 5.3. An Outline for Writing a Communication Plan -- 5.4. Case Study: Environmental Communication Planning -- References and Further Reading -- 6. Analyzing Your Audience -- 6.1. Introduction -- 6.2. Internals Versus Externals -- 6.3. Population Segmentation -- 6.3.1. Adoptions of New Ideas -- 6.3.2. Support of Pro-environmental Issues -- 6.3.3. Fragmentation, Selectivity and Loyalty -- 6.4. Adopting New Ideas -- 6.4.1. Awareness -- 6.4.2. Interest -- 6.4.3. Evaluation -- 6.4.4. Trial -- 6.4.5. Adoption -- 6.5. Beliefs, Values, Attitudes, Worldviews, and Opinions -- 6.5.1. Belief -- 6.5.2. Value -- 6.5.3. Attitude -- 6.5.4. Worldview -- 6.5.5. Opinion -- 6.5.6. Situational Factors -- 6.6. Memes -- 6.7. Locus of Control -- 6.8. A Model of Citizen Participation -- 6.8.1. Entry Level Variables + Ownership Variables + Empowerment Variables + Environmentally Responsible Behavior -- 6.9. Motivation -- 6.9.1. Motivational Needs Models -- 6.9.2. How to Motivate Adults -- 6.10. Consumerism as a Way to Understand Preferences -- 6.10.1. Business Communication to Assist Consumer Choice -- 6.11. Case Study: Audience Analysis. Environmental Radio Soap Opera for Rural Vietnam -- References and Further Reading -- 7. Evaluating Your Messages' Effects -- 7.1. Introduction -- 7.2. Purposes of Evaluation -- 7.3. Methods of Evaluating -- 7.3.1. Surveys -- 7.3.2. Participant Observation -- 7.3.3. Interviews -- 7.3.4. Group Consensus -- 7.3.5. Secondary Analysis/Case Study -- 7.3.6. Professional Judgment/Expert Opinion -- 7.4. Quantitative Versus Qualitative Techniques -- 7.5. Types of Evaluation -- 7.5.1. Formative -- 7.5.2. Process -- 7.5.3. Outcome -- 7.5.4. Impact -- 7.6. Factors Influencing Evaluations -- 7.6.1. Cost -- 7.6.2. Expertise -- 7.6.3. Risk of Failure -- 7.6.4. Sample Make-Up/Selection -- 7.6.5. Utility -- 7.6.6. Timeliness -- 7.6.7. Autonomy -- 7.7. Evaluation Plan -- 7.8. Case Study: Evaluation. Global Education Project in Central Asia -- References and Further Reading -- 8. Characterizing the Mass Media -- 8.1. Introduction -- 8.2. Convergence -- 8.3. Characteristics of Mass Media -- 8.3.1. Purpose -- 8.3.2. Providing Information -- 8.3.3. Persuasion -- 8.3.4. Entertainment -- 8.3.5. Audience Focus and Depth -- 8.3.6. Delivery Channel -- 8.3.7. Timeliness -- 8.3.8. Cost -- 8.4. Conclusion -- 8.5. Case Study: Converged Media. 'Earth Song' by Michael Jackson -- References and Further Reading -- 9. Highlighting Useful Media -- 9.1. Introduction -- 9.2. Traditional Media -- 9.2.1. News Releases -- 9.2.2. Letter Writing -- 9.2.3. Abstracts and Executive Summaries -- 9.2.4. Public Service Announcements -- 9.2.5. Information Sheets -- 9.2.6. Science Writing -- 9.2.7. Direct Mail -- 9.2.8. Newsletters -- 9.2.9. Interpretive Talks/Presentations -- 9.2.10. Films -- 9.3. New Media -- 9.3.1. The World Wide Web -- 9.3.2. Email -- 9.3.3. Mobile Device Messaging -- 9.3.4. Blogs -- 9.3.5. Social Networking -- 9.4. Converged Media -- 9.4.1. Reader Responses -- 9.4.2. Podcast Tour Guides -- 9.4.3. Viral Marketing -- 9.4.4. Webinars -- 9.4.5. Streaming Events -- 9.5. Unusual Media for Environmental Communication -- 9.6. Case Study: Useful Media. Plant a Billion Trees (http://www.plantabillion.org/) -- 9.7. Case Study: Useful Media. Motorola Renew and Samsung Reclaim -- References and Further Reading -- 10. Grouping Together Well -- 10.1. Introduction -- 10.2. Why Do Groups Exist? -- 10.3. Community Groups and Their Special Aspects -- 10.3.1. Hegemony -- 10.3.2. Empowerment -- 10.3.3. Revelation -- 10.3.4. Education as Intervention -- 10.3.5. Leadership and Dependence -- 10.3.6. Openness -- 10.4. Team Building Techniques -- 10.4.1. Group Climate -- 10.4.2. Building Relationships -- 10.5. Capacity-Building and Civic Agency -- 10.6. Managing Versus Leading -- 10.7. Some Management Theory Ideas -- 10.7.1. Contingency Theory -- 10.7.2. Chaos Theory -- 10.7.3. Systems Theory -- 10.7.4. Self-Directed Teams -- 10.8. Emotional Intelligence -- 10.8.1. Trust as the Cornerstone of Empathy -- 10.9. Formats for Presenting Information to Groups -- 10.9.1. A Speech, Film or Demonstration -- 10.9.2. Brain-Storming --
  • 10.9.3. Buzz Sub-Groups or Small Discuss Sub-groups -- 10.9.4. Role Playing -- 10.9.5. Panel Discussion -- 10.9.6. Colloquy, or Talk-Show Format -- 10.9.7. Symposium -- 10.10. Conclusion -- 10.11. Case Study: Environmental Group Formation. -- Taiwan's Environmental and Sustainability Non-governmental Organizations -- References and Further Reading -- 11. Differing Ways of Thinking and Doing -- 11.1. Introduction -- 11.2. Personality Types -- 11.2.1. Satir Modes -- 11.2.2. Myers Briggs Personality Typing -- 11.2.3. Enneagrams of Personality -- 11.3. Learning and Coping Preferences -- 11.3.1. Field Dependent vs. Field Independent -- 11.3.2. Gardner's Multiple Intelligences -- 11.3.3. Learning Styles -- 11.4. Accommodating People with Disabilities -- 11.5. Conclusion -- 11.6. Case Study: Multiple Intelligences and Learning Styles -- References and Further Reading -- 12. Communicating Across Cultures -- 12.1. Introduction -- 12.2. Culture: Macro Versus Micro -- 12.3. Cultural Adaptation Theories -- 12.4. Worldviews -- 12.5. Where Are We Headed? -- 12.6. Empathy or Apathy? -- 12.7. Stereotyping Versus Sociotyping -- 12.8. Sensitivity for People with Disabilities -- 12.9. Cultural Awareness/Sensitivity/Competency -- 12.10. Becoming Culturally Competent -- 12.10.1. The Platinum Rule -- 12.10.2. Why Do We Have Cultural Conflicts? -- 12.11. Conclusion -- 12.12. Case Study: Communicating Across Cultures. Cultural Context at Work -- References and Further Reading -- 13. Speaking to an Audience -- 13.1. Introduction -- 13.2. Structuring the Presentation -- 13.2.1. Interpretive Theming -- 13.2.2. A Presentation's Introduction -- 13.2.3. A Presentation's Main Body -- 13.2.4. A Presentation's Conclusion -- 13.3. Delivering the Presentation -- 13.3.1. Verbal Delivery -- 13.3.1.1. Vocal Qualities -- 13.3.1.2. Mannerisms and Posture -- 13.3.1.3. Influencing Audience Emotions -- 13.4. Overcoming Anxiety About Public Speaking -- 13.5. Case Study: Public Speaking About and for the Environment -- Speaking of Earth: Environmental Speeches that Moved the World -- References and Further Reading -- 14. Communicating Without Words -- 14.1. Introduction -- 14.2. Kinesics: Physical Movement -- 14.3. Proxemics: Personal Space -- 14.4. Semiotics: The Science of Symbols -- 14.5. Paralanguage -- 14.6. Psycholinguistics -- 14.7. Metaphors -- 14.8. Cultural Implications -- 14.9. Consistency in Using Nonverbals -- 14.10. Conclusion -- 14.11. Case Study: Nonverbal Communication. Nonverbals between Superior and Subordinate Workers -- 14.12. Case Study: Proxemics. 'Personal Space' functional artwork by Vivian Puxian -- References and Further Reading -- 15. Using Visual Aids -- 15.1. Introduction -- 15.2. Visual Aid Basics -- 15.3. You Don't Always Have Electricity -- 15.4. Authentic Items and Models -- 15.5. Warm Fuzzies -- 15.6. Flipcharts, Chalkboards and Whiteboards -- 15.6.1. Flipcharts -- 15.6.2. Chalkboards -- 15.6.3. Whiteboards -- 15.7. Handouts -- 15.8. Even When You Do Have Electricity -- 15.9. Overhead Projectors and Transparencies -- 15.10. Slides -- 15.11. Video and Audio Clips -- 15.12. Computer-Generated Images and Programs (PowerPoint, Keynote) -- 15.13. Conclusion -- 15.14. Case Study: Using Visual Aids. 'Thirst' Presentation by Jeff Brenman of Apollo Ideas -- References and Further Reading -- 16. Dealing with the News Media -- 16.1. Introduction -- 16.2. What Is the News Process? -- 16.3. Role of the Media -- 16.4. News Reporting Constraints -- 16.5. Accuracy in News vs. Accuracy in Science -- 16.6. Other Limitations to Science and Environmental Reporting -- 16.7. News Releases -- 16.8. News Media Options -- 16.9. Scientists/Engineers and the News -- 16.10. Conclusion -- 16.11. Case Study: Media Relations. Environmental Working Group -- References and Further Reading -- 17. Managing Conflict -- 17.1. Introduction -- 17.2. Values of the Environment -- 17.3. Reasons for Conflict -- 17.4. Anatomy of Conflict -- 17.5. Resolving Disputes -- 17.6. Communicating About Conflict -- 17.7. Conflict Happens -- 17.8. Conclusion -- 17.9. Case Study: Conflict Management in the United States Allagash Wilderness Waterway, Maine -- 17.10. Case Study: Conflict Management in Mongolia. Pastoralists vs. Miners -- References and Further Reading -- 18. Communicating About Risk -- 18.1. Introduction -- 18.2. What Is Hazard? -- 18.3. Outrage -- 18.4. Risk Acceptance -- 18.5. Mass Media Reports -- 18.6. Acknowledge Uncertainty to Communicate Risk Effectively -- 18.7. Final Thoughts -- 18.8. Case Study: Risk Analysis. Apples and Alar -- References and Further Reading -- 19. Learning from Marketing and Public Relations -- 19.1. Introduction -- 19.2. Marketing and Social Marketing -- 19.3. Public Relations -- 19.4. Propaganda -- 19.5. Greenwashing -- 19.6. Philanthropy as Communication -- 19.7. Summary -- 19.8. Case Study: Marketing and Public Relations. Organic Food is Harmful? -- 19.9. Case Study: Marketing and Public Relations. U.S. Environmental Protection Agency and 9/11 Pollution -- References and Further Reading -- 20. Walking the Talk of Green Business and Sustainability -- 20.1. Introduction -- 20.2. Corporate Social Responsibility -- 20.3. Frameworks for Sustainable Business Practices -- 20.3.1. Hannover Principles -- 20.3.2. Sanborn Principles -- 20.3.3. Principles of Ecological Design -- 20.3.4. Leadership in Energy and Environmental Design -- 20.3.5. A Sense of Place for Businesses -- 20.3.6. Corporation 20/20 -- 20.3.7. Green to Gold -- 20.4. Thinking Differently, Thinking Systemically -- 20.5. Corporate Sustainability Reporting -- 20.6. World Business Council for Sustainable Development -- 20.7. The Fourth Quadrant and the Green Collar Economy -- 20.8. Case Study: Walking the Talk in the United States LEED Platinum Certification for the Leopold Center, Baraboo, Wisconsin -- 20.9. Case Study: Walking the Talk in Sweden Corporate Sustainability Reporting by Svenska Cellulosa Aktiebolaget SCA, Sweden -- 20.10. Epilogue -- References and Further Reading
Control code
13403799
Dimensions
24 cm
Edition
2nd ed
Extent
xxiii, 310 p.
Isbn
9789048139866
Isbn Type
(hbk.)
Other physical details
ill.
System control number
  • (OCoLC)ocn646392271
  • (OCoLC)646392271
Label
Environmental communication : skills and principles for natural resource managers, scientists and engineers, Richard R. Jurin, Donny Roush, Jeff Danter
Publication
Bibliography note
Includes bibliographical references and index
Contents
  • 1. Understanding the World Around Us -- 1.1. Introduction -- 1.2. Axioms for Environmental Communications -- 1.3. A Brief History of Environmental Communication -- 1.3.1. Nature Writing -- 1.3.2. Outdoor Recreation and Travel Writing -- 1.3.3. Science Writing -- 1.3.4. Public Affairs Reporting -- 1.3.5. Persuasion -- 1.4. The Growth of Environmental Communication -- 1.4.1. 1969-1974 -- 1.4.2. 1989-1994 -- 1.4.3. 2002 Onward -- 1.5. Definitions of 'Environmental Communication' -- 1.6. Models of Environmental Communication -- 1.6.1. Communicating Environmental Information Model -- 1.6.2. Ecological Model of the Communication Process -- 1.7. A Sense of Place -- 1.8. What Is Sustainability? -- 1.9. Education for Sustainable Development -- 1.9.1. Case Studies: Education for Sustainable Development (ESD) -- References and Further Reading -- 2. Communicating About the Environment -- 2.1. Introduction -- 2.2. Communication Modeling and Theory -- 2.2.1. Communication Perspectives -- 2.2.2. Message Elaboration -- 2.3. What Are the Differences and Similarities Among Environmental Communication, Environmental Education and Environmental Interpretation? -- 2.4. Principles of Adult/Community Education -- 2.5. Implications for the Professional -- 2.5.1. Case Study: Environmental Education Project WILD -- 2.5.2. Case Study: Environmental Interpretation. Great Barrier Reef Marine Park -- 2.5.3. Case Study: Environmental Communication -- References and Further Reading -- 3. Developing Your Environmental Literacy -- 3.1. Introduction -- 3.2. Literacy -- 3.3. Numeracy -- 3.4. Science Literacy -- 3.5. Environmental Literacy -- 3.5.1. Degrees of Environmental Literacy -- 3.5.2. Measuring Environmental Literacy -- 3.6. Ecological Literacy -- 3.6.1. Nature-Deficit Disorder -- 3.6.2. No Child Left Inside -- 3.7. How Science Information Becomes Reliable -- 3.7.1. Frontier Science -- 3.7.2. Primary Literature -- 3.7.3. Secondary Literature -- 3.7.4. Textbook Science -- 3.7.5. The Internet and the Knowledge Filter -- 3.8. Thinking Critically About Scientific Information -- 3.8.1. Does Their Argument Make Sense? -- 3.8.2. Who Is the Source of the Information? -- 3.8.3. Are the 'Facts' Placed in a Context of Accepted Knowledge? -- 3.8.4. How Was the Information Obtained? -- 3.8.5. What Kind of Study Was Reported? -- 3.8.6. Were Measurements and Statistics Used Properly? -- 3.9. The Art of Argumentation -- 3.10. Case Study: Environmental Literacy. Last Child in the Woods -- References and Further Reading -- 4. Investigating Environmental Issues -- 4.1. Introduction -- 4.2. Components of Issue Analysis -- 4.3. How Issues Arise -- 4.4. Dissecting Issues -- 4.5. Value Descriptors -- 4.6. Global vs. Regional vs. Local Issues -- 4.7. Framing and Framing Anew -- 4.8. Case Study: Environmental Issue Analysis. Ohio Beverage Container Deposit Legislation -- References and Further Reading -- 5. Planning Environmental Communications -- 5.1. Introduction -- 5.2. A Process for Planning Campaigns -- 5.2.1. Problem Statement -- 5.2.2. Goals -- 5.2.3. Audience Analysis -- 5.2.4. Objectives -- 5.2.5. Message Development/Media Options/Audience Suitability -- 5.2.6. Media Choice and Design -- 5.2.7. Timeline -- 5.2.8. Front-End Evaluation -- 5.2.9. Formative Evaluation -- 5.2.10. Summative Evaluation -- 5.2.11. Project Budget -- 5.3. An Outline for Writing a Communication Plan -- 5.4. Case Study: Environmental Communication Planning -- References and Further Reading -- 6. Analyzing Your Audience -- 6.1. Introduction -- 6.2. Internals Versus Externals -- 6.3. Population Segmentation -- 6.3.1. Adoptions of New Ideas -- 6.3.2. Support of Pro-environmental Issues -- 6.3.3. Fragmentation, Selectivity and Loyalty -- 6.4. Adopting New Ideas -- 6.4.1. Awareness -- 6.4.2. Interest -- 6.4.3. Evaluation -- 6.4.4. Trial -- 6.4.5. Adoption -- 6.5. Beliefs, Values, Attitudes, Worldviews, and Opinions -- 6.5.1. Belief -- 6.5.2. Value -- 6.5.3. Attitude -- 6.5.4. Worldview -- 6.5.5. Opinion -- 6.5.6. Situational Factors -- 6.6. Memes -- 6.7. Locus of Control -- 6.8. A Model of Citizen Participation -- 6.8.1. Entry Level Variables + Ownership Variables + Empowerment Variables + Environmentally Responsible Behavior -- 6.9. Motivation -- 6.9.1. Motivational Needs Models -- 6.9.2. How to Motivate Adults -- 6.10. Consumerism as a Way to Understand Preferences -- 6.10.1. Business Communication to Assist Consumer Choice -- 6.11. Case Study: Audience Analysis. Environmental Radio Soap Opera for Rural Vietnam -- References and Further Reading -- 7. Evaluating Your Messages' Effects -- 7.1. Introduction -- 7.2. Purposes of Evaluation -- 7.3. Methods of Evaluating -- 7.3.1. Surveys -- 7.3.2. Participant Observation -- 7.3.3. Interviews -- 7.3.4. Group Consensus -- 7.3.5. Secondary Analysis/Case Study -- 7.3.6. Professional Judgment/Expert Opinion -- 7.4. Quantitative Versus Qualitative Techniques -- 7.5. Types of Evaluation -- 7.5.1. Formative -- 7.5.2. Process -- 7.5.3. Outcome -- 7.5.4. Impact -- 7.6. Factors Influencing Evaluations -- 7.6.1. Cost -- 7.6.2. Expertise -- 7.6.3. Risk of Failure -- 7.6.4. Sample Make-Up/Selection -- 7.6.5. Utility -- 7.6.6. Timeliness -- 7.6.7. Autonomy -- 7.7. Evaluation Plan -- 7.8. Case Study: Evaluation. Global Education Project in Central Asia -- References and Further Reading -- 8. Characterizing the Mass Media -- 8.1. Introduction -- 8.2. Convergence -- 8.3. Characteristics of Mass Media -- 8.3.1. Purpose -- 8.3.2. Providing Information -- 8.3.3. Persuasion -- 8.3.4. Entertainment -- 8.3.5. Audience Focus and Depth -- 8.3.6. Delivery Channel -- 8.3.7. Timeliness -- 8.3.8. Cost -- 8.4. Conclusion -- 8.5. Case Study: Converged Media. 'Earth Song' by Michael Jackson -- References and Further Reading -- 9. Highlighting Useful Media -- 9.1. Introduction -- 9.2. Traditional Media -- 9.2.1. News Releases -- 9.2.2. Letter Writing -- 9.2.3. Abstracts and Executive Summaries -- 9.2.4. Public Service Announcements -- 9.2.5. Information Sheets -- 9.2.6. Science Writing -- 9.2.7. Direct Mail -- 9.2.8. Newsletters -- 9.2.9. Interpretive Talks/Presentations -- 9.2.10. Films -- 9.3. New Media -- 9.3.1. The World Wide Web -- 9.3.2. Email -- 9.3.3. Mobile Device Messaging -- 9.3.4. Blogs -- 9.3.5. Social Networking -- 9.4. Converged Media -- 9.4.1. Reader Responses -- 9.4.2. Podcast Tour Guides -- 9.4.3. Viral Marketing -- 9.4.4. Webinars -- 9.4.5. Streaming Events -- 9.5. Unusual Media for Environmental Communication -- 9.6. Case Study: Useful Media. Plant a Billion Trees (http://www.plantabillion.org/) -- 9.7. Case Study: Useful Media. Motorola Renew and Samsung Reclaim -- References and Further Reading -- 10. Grouping Together Well -- 10.1. Introduction -- 10.2. Why Do Groups Exist? -- 10.3. Community Groups and Their Special Aspects -- 10.3.1. Hegemony -- 10.3.2. Empowerment -- 10.3.3. Revelation -- 10.3.4. Education as Intervention -- 10.3.5. Leadership and Dependence -- 10.3.6. Openness -- 10.4. Team Building Techniques -- 10.4.1. Group Climate -- 10.4.2. Building Relationships -- 10.5. Capacity-Building and Civic Agency -- 10.6. Managing Versus Leading -- 10.7. Some Management Theory Ideas -- 10.7.1. Contingency Theory -- 10.7.2. Chaos Theory -- 10.7.3. Systems Theory -- 10.7.4. Self-Directed Teams -- 10.8. Emotional Intelligence -- 10.8.1. Trust as the Cornerstone of Empathy -- 10.9. Formats for Presenting Information to Groups -- 10.9.1. A Speech, Film or Demonstration -- 10.9.2. Brain-Storming --
  • 10.9.3. Buzz Sub-Groups or Small Discuss Sub-groups -- 10.9.4. Role Playing -- 10.9.5. Panel Discussion -- 10.9.6. Colloquy, or Talk-Show Format -- 10.9.7. Symposium -- 10.10. Conclusion -- 10.11. Case Study: Environmental Group Formation. -- Taiwan's Environmental and Sustainability Non-governmental Organizations -- References and Further Reading -- 11. Differing Ways of Thinking and Doing -- 11.1. Introduction -- 11.2. Personality Types -- 11.2.1. Satir Modes -- 11.2.2. Myers Briggs Personality Typing -- 11.2.3. Enneagrams of Personality -- 11.3. Learning and Coping Preferences -- 11.3.1. Field Dependent vs. Field Independent -- 11.3.2. Gardner's Multiple Intelligences -- 11.3.3. Learning Styles -- 11.4. Accommodating People with Disabilities -- 11.5. Conclusion -- 11.6. Case Study: Multiple Intelligences and Learning Styles -- References and Further Reading -- 12. Communicating Across Cultures -- 12.1. Introduction -- 12.2. Culture: Macro Versus Micro -- 12.3. Cultural Adaptation Theories -- 12.4. Worldviews -- 12.5. Where Are We Headed? -- 12.6. Empathy or Apathy? -- 12.7. Stereotyping Versus Sociotyping -- 12.8. Sensitivity for People with Disabilities -- 12.9. Cultural Awareness/Sensitivity/Competency -- 12.10. Becoming Culturally Competent -- 12.10.1. The Platinum Rule -- 12.10.2. Why Do We Have Cultural Conflicts? -- 12.11. Conclusion -- 12.12. Case Study: Communicating Across Cultures. Cultural Context at Work -- References and Further Reading -- 13. Speaking to an Audience -- 13.1. Introduction -- 13.2. Structuring the Presentation -- 13.2.1. Interpretive Theming -- 13.2.2. A Presentation's Introduction -- 13.2.3. A Presentation's Main Body -- 13.2.4. A Presentation's Conclusion -- 13.3. Delivering the Presentation -- 13.3.1. Verbal Delivery -- 13.3.1.1. Vocal Qualities -- 13.3.1.2. Mannerisms and Posture -- 13.3.1.3. Influencing Audience Emotions -- 13.4. Overcoming Anxiety About Public Speaking -- 13.5. Case Study: Public Speaking About and for the Environment -- Speaking of Earth: Environmental Speeches that Moved the World -- References and Further Reading -- 14. Communicating Without Words -- 14.1. Introduction -- 14.2. Kinesics: Physical Movement -- 14.3. Proxemics: Personal Space -- 14.4. Semiotics: The Science of Symbols -- 14.5. Paralanguage -- 14.6. Psycholinguistics -- 14.7. Metaphors -- 14.8. Cultural Implications -- 14.9. Consistency in Using Nonverbals -- 14.10. Conclusion -- 14.11. Case Study: Nonverbal Communication. Nonverbals between Superior and Subordinate Workers -- 14.12. Case Study: Proxemics. 'Personal Space' functional artwork by Vivian Puxian -- References and Further Reading -- 15. Using Visual Aids -- 15.1. Introduction -- 15.2. Visual Aid Basics -- 15.3. You Don't Always Have Electricity -- 15.4. Authentic Items and Models -- 15.5. Warm Fuzzies -- 15.6. Flipcharts, Chalkboards and Whiteboards -- 15.6.1. Flipcharts -- 15.6.2. Chalkboards -- 15.6.3. Whiteboards -- 15.7. Handouts -- 15.8. Even When You Do Have Electricity -- 15.9. Overhead Projectors and Transparencies -- 15.10. Slides -- 15.11. Video and Audio Clips -- 15.12. Computer-Generated Images and Programs (PowerPoint, Keynote) -- 15.13. Conclusion -- 15.14. Case Study: Using Visual Aids. 'Thirst' Presentation by Jeff Brenman of Apollo Ideas -- References and Further Reading -- 16. Dealing with the News Media -- 16.1. Introduction -- 16.2. What Is the News Process? -- 16.3. Role of the Media -- 16.4. News Reporting Constraints -- 16.5. Accuracy in News vs. Accuracy in Science -- 16.6. Other Limitations to Science and Environmental Reporting -- 16.7. News Releases -- 16.8. News Media Options -- 16.9. Scientists/Engineers and the News -- 16.10. Conclusion -- 16.11. Case Study: Media Relations. Environmental Working Group -- References and Further Reading -- 17. Managing Conflict -- 17.1. Introduction -- 17.2. Values of the Environment -- 17.3. Reasons for Conflict -- 17.4. Anatomy of Conflict -- 17.5. Resolving Disputes -- 17.6. Communicating About Conflict -- 17.7. Conflict Happens -- 17.8. Conclusion -- 17.9. Case Study: Conflict Management in the United States Allagash Wilderness Waterway, Maine -- 17.10. Case Study: Conflict Management in Mongolia. Pastoralists vs. Miners -- References and Further Reading -- 18. Communicating About Risk -- 18.1. Introduction -- 18.2. What Is Hazard? -- 18.3. Outrage -- 18.4. Risk Acceptance -- 18.5. Mass Media Reports -- 18.6. Acknowledge Uncertainty to Communicate Risk Effectively -- 18.7. Final Thoughts -- 18.8. Case Study: Risk Analysis. Apples and Alar -- References and Further Reading -- 19. Learning from Marketing and Public Relations -- 19.1. Introduction -- 19.2. Marketing and Social Marketing -- 19.3. Public Relations -- 19.4. Propaganda -- 19.5. Greenwashing -- 19.6. Philanthropy as Communication -- 19.7. Summary -- 19.8. Case Study: Marketing and Public Relations. Organic Food is Harmful? -- 19.9. Case Study: Marketing and Public Relations. U.S. Environmental Protection Agency and 9/11 Pollution -- References and Further Reading -- 20. Walking the Talk of Green Business and Sustainability -- 20.1. Introduction -- 20.2. Corporate Social Responsibility -- 20.3. Frameworks for Sustainable Business Practices -- 20.3.1. Hannover Principles -- 20.3.2. Sanborn Principles -- 20.3.3. Principles of Ecological Design -- 20.3.4. Leadership in Energy and Environmental Design -- 20.3.5. A Sense of Place for Businesses -- 20.3.6. Corporation 20/20 -- 20.3.7. Green to Gold -- 20.4. Thinking Differently, Thinking Systemically -- 20.5. Corporate Sustainability Reporting -- 20.6. World Business Council for Sustainable Development -- 20.7. The Fourth Quadrant and the Green Collar Economy -- 20.8. Case Study: Walking the Talk in the United States LEED Platinum Certification for the Leopold Center, Baraboo, Wisconsin -- 20.9. Case Study: Walking the Talk in Sweden Corporate Sustainability Reporting by Svenska Cellulosa Aktiebolaget SCA, Sweden -- 20.10. Epilogue -- References and Further Reading
Control code
13403799
Dimensions
24 cm
Edition
2nd ed
Extent
xxiii, 310 p.
Isbn
9789048139866
Isbn Type
(hbk.)
Other physical details
ill.
System control number
  • (OCoLC)ocn646392271
  • (OCoLC)646392271

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      Tennent Drive, Palmerston North, Palmerston North, 4472, NZ
      -40.385340 175.617349
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