Jurin / Roush / Danter Environmental Communication. Second Edition

Skills and Principles for Natural Resource Managers, Scientists, and Engineers.
2. Auflage 2010
ISBN: 978-90-481-3987-3
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 310 Seiten

Environmental professionals can no longer simply publish research in technical journals. Informing the public is now a critical part of the job. Environmental Communication demonstrates, step by step, how it's done, and is an essential guide for communicating complex information to groups not familiar with scientific material. It addresses the entire communications process, from message planning, audience analysis and media relations to public speaking - skills a good communicator must master for effective public dialogue. Environmental Communication provides all the knowledge and tools you need to reach your target audience in a persuasive and highly professional manner. 'This book will certainly help produce the skills for environmental communications sorely needed for industry, government and non-profit groups as well as an informed public'. Sol P. Baltimore, Director, Environmental Communications and Adjunct faculty, Hazardous Waste management program, Department of Chemical Engineering, College of Engineering, Wayne State University, Detroit, Michigan. 'All environmental education professionals agree that the practice of good communications is essential for the success of any program.  This book provides practical skills for this concern'. Ju Chou, Associate Professor, Graduate Institute of Environmental Education National Taiwan Normal University Taipei, Taiwan

Autoren/Hrsg.

Jurin, Richard R.

Roush, Donny

Danter, K. Jeffrey

Inhaltsverzeichnis

1;Preface;5
2;How We Organized This Book;7
3;Reference;8
4;Acknowledgments;9
5;Contents;10
6;Bio Blurbs;20
7;Chapter 1: Understanding the World Around Us;24
7.1;1.1 Introduction;24
7.2;1.2 Axioms for Environmental Communications;24
7.3;1.3 A Brief History of Environmental Communication;26
7.3.1;1.3.1 Nature Writing;28
7.3.2;1.3.2 Outdoor Recreation and Travel Writing;28
7.3.3;1.3.3 Science Writing;28
7.3.4;1.3.4 Public Affairs Reporting;29
7.3.5;1.3.5 Persuasion;29
7.4;1.4 The Growth of Environmental Communication;30
7.4.1;1.4.1 1969–1974;33
7.4.2;1.4.2 1989–1994;34
7.4.3;1.4.3 2002 Onward;34
7.5;1.5 Definitions of ‘Environmental Communication’;34
7.6;1.6 Models of Environmental Communication;36
7.6.1;1.6.1 Communicating Environmental Information Model;36
7.6.2;1.6.2 Ecological Model of the Communication Process;39
7.7;1.7 A Sense of Place;40
7.8;1.8 What Is Sustainability?;41
7.9;1.9 Education for Sustainable Development;43
7.9.1;1.9.1 Case Studies: Education for Sustainable Development (ESD);44
7.10;References and Further Reading;45
8;Chapter 2: Communicating About the Environment;47
8.1;2.1 Introduction;47
8.2;2.2 Communication Modeling and Theory;48
8.2.1;2.2.1 Communication Perspectives;50
8.2.2;2.2.2 Message Elaboration;50
8.3;2.3 What Are the Differences and Similarities Among Environmental Communication, Environmental Education and Environmental Interpretation?;51
8.4;2.4 Principles of Adult/Community Education;53
8.5;2.5 Implications for the Professional;54
8.5.1;2.5.1 Case Study: Environmental Education. Project WILD;55
8.5.2;2.5.2 Case Study: Environmental Interpretation.;56
8.5.2.1;Great Barrier Reef Marine Park;56
8.5.3;2.5.3 Case Study: Environmental Communication;57
8.5.3.1;An Inconvenient Truth;57
8.6;References and Further Reading;57
9;Chapter 3: Developing Your Environmental Literacy;60
9.1;3.1 Introduction;60
9.2;3.2 Literacy;61
9.3;3.3 Numeracy;61
9.4;3.4 Science Literacy;62
9.5;3.5 Environmental Literacy;64
9.5.1;3.5.1 Degrees of Environmental Literacy;64
9.5.2;3.5.2 Measuring Environmental Literacy;65
9.6;3.6 Ecological Literacy;67
9.6.1;3.6.1 Nature-Deficit Disorder;68
9.6.2;3.6.2 No Child Left Inside;68
9.7;3.7 How Science Information Becomes Reliable;69
9.7.1;3.7.1 Frontier Science;71
9.7.2;3.7.2 Primary Literature;71
9.7.3;3.7.3 Secondary Literature;71
9.7.4;3.7.4 Textbook Science;72
9.7.5;3.7.5 The Internet and the Knowledge Filter;72
9.8;3.8 Thinking Critically About Scientific Information;73
9.8.1;3.8.1 Does Their Argument Make Sense?;73
9.8.2;3.8.2 Who Is the Source of the Information?;74
9.8.3;3.8.3 Are the ‘Facts’ Placed in a Context of Accepted Knowledge?;74
9.8.4;3.8.4 How Was the Information Obtained?;74
9.8.5;3.8.5 What Kind of Study Was Reported?;75
9.8.6;3.8.6 Were Measurements and Statistics Used Properly?;75
9.9;3.9 The Art of Argumentation;76
9.10;3.10 Case Study: Environmental Literacy.;79
9.10.1;Last Child in the Woods;79
9.11;References and Further Reading;80
10;Chapter 4: Investigating Environmental Issues;82
10.1;4.1 Introduction;82
10.2;4.2 Components of Issue Analysis;83
10.3;4.3 How Issues Arise;84
10.4;4.4 Dissecting Issues;85
10.5;4.5 Value Descriptors;87
10.6;4.6 Global vs. Regional vs. Local Issues;88
10.7;4.7 Framing and Framing Anew;89
10.8;4.8 Case Study: Environmental Issue Analysis.;90
10.8.1;Ohio Beverage Container Deposit Legislation;90
10.9;References and Further Reading;91
11;Chapter 5: Planning Environmental Communications;93
11.1;5.1 Introduction;93
11.2;5.2 A Process for Planning Campaigns;93
11.2.1;5.2.1 Problem Statement;94
11.2.2;5.2.2 Goals;95
11.2.3;5.2.3 Audience Analysis;95
11.2.4;5.2.4 Objectives;95
11.2.5;5.2.5 Message Development/Media Options/Audience Suitability;96
11.2.6;5.2.6 Media Choice and Design;97
11.2.7;5.2.7 Timeline;97
11.2.8;5.2.8 Front-End Evaluation;97
11.2.9;5.2.9 Formative Evaluation;97
11.2.10;5.2.10 Summative Evaluation;98
11.2.11;5.2.11 Project Budget;98
11.3;5.3 An Outline for Writing a Communication Plan;98
11.4;5.4 Case Study: Environmental Communication Planning;99
11.5;References and Further Reading;100
12;Chapter 6: Analyzing Your Audience;101
12.1;6.1 Introduction;101
12.2;6.2 Internals Versus Externals;102
12.3;6.3 Population Segmentation;103
12.3.1;6.3.1 Adoptions of New Ideas;103
12.3.2;6.3.2 Support of Pro-environmental Issues;104
12.3.3;6.3.3 Fragmentation, Selectivity and Loyalty;105
12.4;6.4 Adopting New Ideas;106
12.4.1;6.4.1 Awareness;107
12.4.2;6.4.2 Interest;107
12.4.3;6.4.3 Evaluation;107
12.4.4;6.4.4 Trial;108
12.4.5;6.4.5 Adoption;108
12.5;6.5 Beliefs, Values, Attitudes, Worldviews, and Opinions;108
12.5.1;6.5.1 Belief;109
12.5.2;6.5.2 Value;110
12.5.3;6.5.3 Attitude;111
12.5.4;6.5.4 Worldview;111
12.5.5;6.5.5 Opinion;111
12.5.6;6.5.6 Situational Factors;111
12.6;6.6 Memes;112
12.7;6.7 Locus of Control;113
12.8;6.8 A Model of Citizen Participation;115
12.8.1;6.8.1 Entry Level Variables + Ownership Variables + Empowerment Variables . Environmentally Responsible Behavior;115
12.9;6.9 Motivation;116
12.9.1;6.9.1 Motivational Needs Models;117
12.9.2;6.9.2 How to Motivate Adults;118
12.10;6.10 Consumerism as a Way to Understand Preferences;119
12.10.1;6.10.1 Business Communication to Assist Consumer Choice;120
12.11;6.11 Case Study: Audience Analysis.;121
12.11.1;Environmental Radio Soap Opera for Rural Vietnam;121
12.12;References and Further Reading;121
13;Chapter 7: Evaluating Your Messages’ Effects;124
13.1;7.1 Introduction;124
13.2;7.2 Purposes of Evaluation;124
13.3;7.3 Methods of Evaluating;125
13.3.1;7.3.1 Surveys;125
13.3.2;7.3.2 Participant Observation;127
13.3.3;7.3.3 Interviews;128
13.3.4;7.3.4 Group Consensus;129
13.3.5;7.3.5 Secondary Analysis/Case Study;130
13.3.6;7.3.6 Professional Judgment/Expert Opinion;131
13.4;7.4 Quantitative Versus Qualitative Techniques;131
13.5;7.5 Types of Evaluation;132
13.5.1;7.5.1 Formative;132
13.5.2;7.5.2 Process;132
13.5.3;7.5.3 Outcome;132
13.5.4;7.5.4 Impact;133
13.6;7.6 Factors Influencing Evaluations;133
13.6.1;7.6.1 Cost;133
13.6.2;7.6.2 Expertise;133
13.6.3;7.6.3 Risk of Failure;134
13.6.4;7.6.4 Sample Make-Up/Selection;134
13.6.5;7.6.5 Utility;134
13.6.6;7.6.6 Timeliness;134
13.6.7;7.6.7 Autonomy;135
13.7;7.7 Evaluation Plan;135
13.8;7.8 Case Study: Evaluation. Global Education Project in Central Asia;136
13.9;References and Further Reading;137
14;Chapter 8: Characterizing the Mass Media;139
14.1;8.1 Introduction;139
14.2;8.2 Convergence;139
14.3;8.3 Characteristics of Mass Media;141
14.3.1;8.3.1 Purpose;141
14.3.2;8.3.2 Providing Information;142
14.3.3;8.3.3 Persuasion;143
14.3.4;8.3.4 Entertainment;143
14.3.5;8.3.5 Audience Focus and Depth;144
14.3.6;8.3.6 Delivery Channel;145
14.3.7;8.3.7 Timeliness;146
14.3.8;8.3.8 Cost;147
14.4;8.4 Conclusion;148
14.5;8.5 Case Study: Converged Media.;148
14.5.1;‘Earth Song’ by Michael Jackson;148
14.6;References and Further Reading;149
15;Chapter 9: Highlighting Useful Media;150
15.1;9.1 Introduction;150
15.2;9.2 Traditional Media;151
15.2.1;9.2.1 News Releases;151
15.2.2;9.2.2 Letter Writing;152
15.2.3;9.2.3 Abstracts and Executive Summaries;154
15.2.4;9.2.4 Public Service Announcements;154
15.2.5;9.2.5 Information Sheets;156
15.2.6;9.2.6 Science Writing;157
15.2.7;9.2.7 Direct Mail;157
15.2.8;9.2.8 Newsletters;158
15.2.9;9.2.9 Interpretive Talks/Presentations;158
15.2.10;9.2.10 Films;159
15.3;9.3 New Media;160
15.3.1;9.3.1 The World Wide Web;160
15.3.2;9.3.2 Email;161
15.3.3;9.3.3 Mobile Device Messaging;162
15.3.4;9.3.4 Blogs;162
15.3.5;9.3.5 Social Networking;163
15.4;9.4 Converged Media;163
15.4.1;9.4.1 Reader Responses;164
15.4.2;9.4.2 Podcast Tour Guides;165
15.4.3;9.4.3 Viral Marketing;165
15.4.4;9.4.4 Webinars;166
15.4.5;9.4.5 Streaming Events;167
15.5;9.5 Unusual Media for Environmental Communication;168
15.6;9.6 Case Study: Useful Media.;168
15.6.1;Plant a Billion Trees (http://www.plantabillion.org/);168
15.7;9.7 Case Study: Useful Media.;169
15.7.1;Motorola Renew and Samsung Reclaim;169
15.8;References and Further Reading;169
16;Chapter 10: Grouping Together Well;172
16.1;10.1 Introduction;172
16.2;10.2 Why Do Groups Exist?;172
16.3;10.3 Community Groups and Their Special Aspects;173
16.3.1;10.3.1 Hegemony;173
16.3.2;10.3.2 Empowerment;174
16.3.3;10.3.3 Revelation;174
16.3.4;10.3.4 Education as Intervention;174
16.3.5;10.3.5 Leadership and Dependence;174
16.3.6;10.3.6 Openness;175
16.4;10.4 Team Building Techniques;175
16.4.1;10.4.1 Group Climate;176
16.4.2;10.4.2 Building Relationships;176
16.5;10.5 Capacity-Building and Civic Agency;178
16.6;10.6 Managing Versus Leading;179
16.7;10.7 Some Management Theory Ideas;180
16.7.1;10.7.1 Contingency Theory;180
16.7.2;10.7.2 Chaos Theory;180
16.7.3;10.7.3 Systems Theory;181
16.7.4;10.7.4 Self-Directed Teams;182
16.8;10.8 Emotional Intelligence;182
16.8.1;10.8.1 Trust as the Cornerstone of Empathy;183
16.9;10.9 Formats for Presenting Information to Groups;184
16.9.1;10.9.1 A Speech, Film or Demonstration;184
16.9.2;10.9.2 Brain-Storming;185
16.9.3;10.9.3 Buzz Sub-Groups or Small Discuss Sub-groups;185
16.9.4;10.9.4 Role Playing;185
16.9.5;10.9.5 Panel Discussion;185
16.9.6;10.9.6 Colloquy, or Talk-Show Format;186
16.9.7;10.9.7 Symposium;186
16.10;10.10 Conclusion;186
16.11;10.11 Case Study: Environmental Group Formation.;186
16.11.1;Taiwan’s Environmental and Sustainability Non-governmental Organizations;186
16.12;Box 10.1 Groupthink;178
16.13;References and Further Reading;187
17;Chapter 11: Differing Ways of Thinking and Doing;189
17.1;11.1 Introduction;189
17.2;11.2 Personality Types;189
17.2.1;11.2.1 Satir Modes;190
17.2.2;11.2.2 Myers–Briggs Personality Typing;191
17.2.3;11.2.3 Enneagrams of Personality;192
17.3;11.3 Learning and Coping Preferences;193
17.3.1;11.3.1 Field Dependent vs. Field Independent;193
17.3.2;11.3.2 Gardner’s Multiple Intelligences;193
17.3.3;11.3.3 Learning Styles;196
17.4;11.4 Accommodating People with Disabilities;196
17.5;11.5 Conclusion;197
17.6;11.6 Case Study: Multiple Intelligences and Learning Styles;198
17.7;References and Further Reading;198
18;Chapter 12: Communicating Across Cultures;200
18.1;12.1 Introduction;200
18.2;12.2 Culture: Macro Versus Micro;202
18.3;12.3 Cultural Adaptation Theories;203
18.4;12.4 Worldviews;204
18.5;12.5 Where Are We Headed?;207
18.6;12.6 Empathy or Apathy?;207
18.7;12.7 Stereotyping Versus Sociotyping;208
18.8;12.8 Sensitivity for People with Disabilities;209
18.9;12.9 Cultural Awareness/Sensitivity/Competency;210
18.10;12.10 Becoming Culturally Competent;211
18.10.1;12.10.1 The Platinum Rule;212
18.10.2;12.10.2 Why Do We Have Cultural Conflicts?;212
18.11;12.11 Conclusion;212
18.12;12.12 Case Study: Communicating Across Cultures.;213
18.12.1;Cultural Context at Work;213
18.13;References and Further Reading;213
19;Chapter 13: Speaking to an Audience;215
19.1;13.1 Introduction;215
19.2;13.2 Structuring the Presentation;215
19.2.1;13.2.1 Interpretive Theming;215
19.2.2;13.2.2 A Presentation’s Introduction;217
19.2.3;13.2.3 A Presentation’s Main Body;217
19.2.4;13.2.4 A Presentation’s Conclusion;218
19.3;13.3 Delivering the Presentation;218
19.3.1;13.3.1 Verbal Delivery;218
19.3.1.1;13.3.1.1 Vocal Qualities;219
19.3.1.2;13.3.1.2 Mannerisms and Posture;221
19.3.1.3;13.3.1.3 Influencing Audience Emotions;222
19.4;13.4 Overcoming Anxiety About Public Speaking;223
19.5;13.5 Case Study: Public Speaking About and for the Environment.;228
19.5.1;Speaking of Earth: Environmental Speeches that Moved the World;228
19.6;Box 13.1 Types of Speakers;222
19.6.1;Shrinking Violet;222
19.6.2;Zealous Animator;222
19.6.3;Fire-and-Brimstone Preacher;222
19.6.4;Credible Speaker;222
19.7;Box 13.2 Speaker Apprehension Test;224
19.8;Box 13.3 Relaxation Techniques;226
19.8.1;Deep Breathing;226
19.8.2;Mind-Clearing and Imagery;226
19.8.3;Stretching;227
19.8.4;Moving;227
19.8.5;Positive Mental Attitude (PMA);227
19.9;References and Further Reading;228
20;Chapter 14: Communicating Without Words;230
20.1;14.1 Introduction;230
20.2;14.2 Kinesics: Physical Movement;231
20.3;14.3 Proxemics: Personal Space;231
20.4;14.4 Semiotics: The Science of Symbols;232
20.5;14.5 Paralanguage;234
20.6;14.6 Psycholinguistics;235
20.7;14.7 Metaphors;236
20.8;14.8 Cultural Implications;236
20.9;14.9 Consistency in Using Nonverbals;237
20.10;14.10 Conclusion;238
20.11;14.11 Case Study: Nonverbal Communication.;238
20.11.1;Nonverbals between Superior and Subordinate Workers;238
20.12;14.12 Case Study: Proxemics.;238
20.12.1;‘Personal Space’ functional artwork by Vivian Puxian;238
20.13;References and Further Reading;239
21;Chapter 15: Using Visual Aids;240
21.1;15.1 Introduction;240
21.2;15.2 Visual Aid Basics;240
21.3;15.3 You Don’t Always Have Electricity;242
21.4;15.4 Authentic Items and Models;242
21.5;15.5 Warm Fuzzies;243
21.6;15.6 Flipcharts, Chalkboards and Whiteboards;243
21.6.1;15.6.1 Flipcharts;244
21.6.2;15.6.2 Chalkboards;245
21.6.3;15.6.3 Whiteboards;245
21.7;15.7 Handouts;245
21.8;15.8 Even When You Do Have Electricity;246
21.9;15.9 Overhead Projectors and Transparencies;246
21.10;15.10 Slides;247
21.11;15.11 Video and Audio Clips;248
21.12;15.12 Computer-Generated Images and Programs (PowerPoint, Keynote);248
21.13;15.13 Conclusion;250
21.14;15.14 Case Study: Using Visual Aids.;251
21.14.1;‘Thirst’ Presentation by Jeff Brenman of Apollo Ideas;251
21.15;Box 15.1 Do’s and Don’ts’ of Powerpoint;251
21.16;Box 15.2 Techniques for Successful Presentations with Overhead Slides (Applicable to Powerpoint);253
21.17;References and Further Reading;254
22;Chapter 16: Dealing with the News Media;255
22.1;16.1 Introduction;255
22.2;16.2 What Is the News Process?;255
22.3;16.3 Role of the Media;256
22.4;16.4 News Reporting Constraints;256
22.5;16.5 Accuracy in News vs. Accuracy in Science;257
22.6;16.6 Other Limitations to Science and Environmental Reporting;258
22.7;16.7 News Releases;259
22.8;16.8 News Media Options;260
22.9;16.9 Scientists/Engineers and the News;261
22.10;16.10 Conclusion;262
22.11;16.11 Case Study: Media Relations.;263
22.11.1;Environmental Working Group;263
22.12;References and Further Reading;263
23;Chapter 17: Managing Conflict;264
23.1;17.1 Introduction;264
23.2;17.2 Values of the Environment;264
23.3;17.3 Reasons for Conflict;265
23.4;17.4 Anatomy of Conflict;265
23.5;17.5 Resolving Disputes;267
23.6;17.6 Communicating About Conflict;268
23.7;17.7 Conflict Happens;269
23.8;17.8 Conclusion;270
23.9;17.9 Case Study: Conflict Management in the United States Allagash Wilderness Waterway, Maine;270
23.10;17.10 Case Study: Conflict Management in Mongolia.;271
23.10.1;Pastoralists vs. Miners;271
23.11;References and Further Reading;272
24;Chapter 18: Communicating About Risk;274
24.1;18.1 Introduction;274
24.2;18.2 What Is Hazard?;275
24.3;18.3 Outrage;275
24.4;18.4 Risk Acceptance;276
24.5;18.5 Mass Media Reports;278
24.6;18.6 Acknowledge Uncertainty to Communicate Risk Effectively;278
24.7;18.7 Final Thoughts;279
24.8;18.8 Case Study: Risk Analysis.;280
24.8.1;Apples and Alar;280
24.9;References and Further Reading;281
25;Chapter 19: Learning from Marketing and Public Relations;283
25.1;19.1 Introduction;283
25.2;19.2 Marketing and Social Marketing;283
25.3;19.3 Public Relations;285
25.4;19.4 Propaganda;287
25.5;19.5 Greenwashing;287
25.6;19.6 Philanthropy as Communication;289
25.7;19.7 Summary;289
25.8;19.8 Case Study: Marketing and Public Relations.;290
25.9;19.9 Case Study: Marketing and Public Relations.;290
25.10;References and Further Reading;291
26;Chapter 20: Walking the Talk of Green Business and Sustainability;293
26.1;20.1 Introduction;293
26.2;20.2 Corporate Social Responsibility;294
26.3;20.3 Frameworks for Sustainable Business Practices;295
26.3.1;20.3.1 Hannover Principles;295
26.3.2;20.3.2 Sanborn Principles;296
26.3.3;20.3.3 Principles of Ecological Design;297
26.3.4;20.3.4 Leadership in Energy and Environmental Design;298
26.3.5;20.3.5 A Sense of Place for Businesses;298
26.3.6;20.3.6 Corporation 20/20;300
26.3.7;20.3.7 Green to Gold;300
26.4;20.4 Thinking Differently, Thinking Systemically;301
26.5;20.5 Corporate Sustainability Reporting;302
26.6;20.6 World Business Council for Sustainable Development;302
26.7;20.7 The Fourth Quadrant and the Green Collar Economy;303
26.8;20.8 Case Study: Walking the Talk in the United States LEED Platinum Certification for the Leopold Center, Baraboo, Wisconsin;304
26.9;20.9 Case Study: Walking the Talk in Sweden Corporate Sustainability Reporting by Svenska Cellulosa Aktiebolaget SCA, Sweden;305
26.10;20.10 Epilogue;306
26.11;References and Further Reading;306
27;Index;308