In 1989, the National Research Council affirmed for the scientific community the long-standing mantra of many communication scholars: risk communication can and should function as a dialogue among organizations, government agencies, and all relevant stakeholders. While this dialogue is certainly relevant to all forms of risk, crisis situations create an inherent constraint on dialogue. As Heath and O'Hair (2009) explain, crisis is risk manifested. Thus, an acute crisis situation requires the rapid exchange of messages designed to gain compliance from all stakeholders in hopes of minimizing or mitigating harm. For too long, government agencies presumed that a single warning shared through standard media channels was sufficient for reaching all stakeholders during a crisis. This linear view fails to account for the diverse informational needs and cultural constraints within the broad audiences that are confronted by crises (Sellnow, Ulmer, Seeger, & Littlefield, 2009). As a means of addressing variance of audience needs, this essay reviews scholarship that has bridged instructional research with risk communication. The objective of this blended approach is to enhance an organization or agency's capacity to generate messages that attend to the varying learning styles inherent in their audiences.View full textDownload full textKeywordsRisk Communication, Crisis Communication, Instructional Communication, Learning StylesRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/15358590903402200
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机译：1989年，美国国家研究委员会（National Research Council）向科学界肯定了许多交流学者的长期口头禅：风险交流可以而且应该作为组织，政府机构和所有相关利益相关者之间的对话。虽然这种对话当然与所有形式的风险都有关，但危机局势对对话产生了固有的制约。正如希思和奥海尔（Heath and O'Hair，2009）所解释的那样，危机是风险的体现。因此，严重的危机情况要求迅速交换信息，旨在使所有利益相关者都遵守该法律，以期最大程度地减少或减轻伤害。长期以来，政府机构认为，通过标准媒体渠道共享的单个警告足以在危机期间传达给所有利益相关者。这种线性观点无法解决危机所面对的广大受众的各种信息需求和文化限制（Sellnow，Ulmer，Seeger和Littlefield，2009年）。作为解决受众需求差异的一种方法，本文回顾了将教学研究与风险沟通联系起来的奖学金。这种混合方法的目的是增强组织或机构生成与受众固有的各种学习风格相关的消息的能力。查看全文下载全文关键字风险沟通，危机沟通，指导性沟通，学习风格相关的var addthis_config = {ui_cobrand： “泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/15358590903402200
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