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Chaos theory, informational needs, and natural disasters 总被引:2,自引:0,他引:2
Timothy L. Sellnow Matthew W. Seeger Robert R. Ulmer 《Journal of Applied Communication Research》2002,30(4):269-292
This study applies chaos theory to a system-wide analysis of crisis communication in a natural disaster. Specifically, we analyze crisis communication during the 1997 Red River Valley flood in Minnesota and North Dakota. This flood, among the worst in modern American history, consumed entire metropolitan areas, displacing thousands of people. The conditions and decisions leading to the disaster, and the subsequent reactions are retraced. Communication related to river crest predictions (fractals), the shock at the magnitude of the crisis (cosmology episode), novel forms of reorganizing (self-organization), and agencies that aided in establishing a renewed order (strange attractors) are evaluated. Ultimately, we argue that preexisting sensemaking structures favoring rationalized, traditional views of a complex system led officials to make inappropriately unequivocal predictions and ultimately diminished the effectiveness of the region's crisis communication and planning. 相似文献
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PUBLIC AND ELITE ATTITUDES TO ENVIRONMENTAL ISSUES 总被引:1,自引:0,他引:1
This paper puts the environment into perspective. Politiciansand commentators see the environment as yesterday's issue, forgettingthat the core of environmental activists is still double thelevel of just five years ago. International comparisons stretchingfrom Poland to New Zealand are made, examining the public'senvironmental behavior, attitudes and values. Using Great Britainas a case study, detailed comparisons are made between the attitudesof the general public with journalists, the financial community,captains of industry, and Members of Parliament and the latterthen compared with Members of the European Parliament. The publicis demanding action by companies and by governments on environmentalissues and has little faith in either to take corrective action. 相似文献
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Students who are deaf or hard of hearing (SDHH) often use test accommodations when they participate in large-scale, standardized assessments. The purpose of this article is to present findings from the Third Annual Survey of Assessment and Accommodations for Students who are Deaf or Hard of Hearing. The "big five" accommodations were reported by at least two-thirds of the 389 participants: extended time, small group/individual administration, test directions interpreted, test items read aloud, and test items interpreted. In a regression analysis, language used in instruction showed the most significant effects on accommodations use. The article considers these findings in light of a more proactive role for the National Survey in providing evidence for the effectiveness of accommodations with SDHH. 相似文献
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