Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Exploring communication practices that promote community participation and collective action for reducing disaster risks in New Zealand(John Wiley and Sons Ltd on behalf of ODI Global, 2025-10-01) Das M; Becker J; Doyle EEHEmergency management agencies in New Zealand are increasingly engaging with communities to promote civic participation and collective action for reducing disaster risks. Utilising a mixed-methods approach, this paper explores the communication practices that support these efforts. The qualitative findings reveal that emergency management agencies, different government organisations, community-based groups, and local people play a key role in the process. Communicative actions supporting people's participation include scoping and relationship-building activities, awareness-raising events, advertisements and promotions, and community conversations. Based on these findings and guided by communication infrastructure theory, a conceptual map of the communication networks, resources, and processes adopted to promote people's participation and collective action is presented here. The survey results indicate that emergency management agencies are the main communicators promoting people's participation. Interpersonal influence and community conversations are most effective in terms of involving new people. Both the theoretical and practical implications of the study's findings are discussed in this paper.Item The communication of volcano information in New Zealand–a narrative review(Taylor and Francis Group on behalf of the Royal Society of New Zealand, 2025-02-13) Das M; Becker JS; Doyle EEH; Charlton D; Clive MA; Krippner J; Vinnell LJ; Miller C; Stewart C; Gabrielsen H; Potter SH; Leonard GS; Johnston DM; Tapuke K; Fournier N; McBride SKCommunication of volcano information is critical for effective volcanic risk management. A variety of information is communicated to inform decisions and guide actions for planning, preparedness, and response. Such information needs to be reliable, and fit-for-purpose across different stages of volcanic activity (quiescence, unrest, short or long-term eruptive stages, and the post-eruptive stage). However, an understanding of communication across these different stages of volcanic activity remains limited. We undertook a narrative review of New Zealand literature to explore what information is communicated about volcanoes, across which stages of activity and by whom. Results highlight that NZ literature only documents certain aspects of volcano information and communication, specifically regarding certain locations, stages of volcanic activity (i.e. quiescence or unrest), or hazards. Literature gaps exist regarding volcano communication during unrest and post-eruptive stages, as well as how volcano information evolves between these phases, and how decision-makers use such information. Additional work would be useful to document existing examples of volcano information for different stages of activity. Further research could help in understanding the information needs of decision-makers during each of these stages to improve information and communication.Item The Importance of Culture and Communication(Frontiers Media S.A., 2020-08-19) Croucher SM; Kelly SItem A survey of communication supports in Grade R classrooms in the Western Cape, South Africa(AOSIS, 2022-10-28) Kathard H; Parusnath P; Thabane L; Pillay M; Jing Hu Z; Le Roux J; Harty M; O Carrol S; Mallick RBBackground: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.
