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We live in world increasingly shaped by risk and the communication of risk has become a crucial part of professional work. Communicating Risk is the first book to bring together leading researchers and practitioners to explore key issues of risk communication across diverse professional domains

Ghanem reviews 'Communicating Prejudice' edited by Michael L. Hecht.

Taking a cross-disciplinary approach, Suzanne Romaine's main concern is to show how language and discourse play key roles in understanding and communicating gender and culture. In addition to linguistics--which provides the starting point and central focu

This essay explores communicating criticality as a problem in how we conceive of and speak about critical practice. This focus is distinct from "communicating critically," which we can view as a performance or intervention in accordance with a particular sense of critique or critical urgency. Pedagogically, the notion of communicating criticality is linked to the assumption that as well as informing students and others about traditions of critique, and giving them a sense of its political importance, we should seek to foster the ability to evaluate different forms and styles of critique beyond an assessment of counter-arguments. In order to achieve this, we need to think about criticality, forms of critical practice, and reflect on the nexus between communication, critical theory and performance. This essay begins with a discussion of the state of "being critical" and then goes on to develop and elaborate a concept of criticality. Criticality relates to the way a critical perspective defines or figures its own ground of intervention, or the way it sets up and constructs the problem to which it seeks to respond. Being attuned to criticality is about being aware of the way different approaches figure critical theory and practice, and what it means to be critical. In this sense the concept of criticality underpins a highly relational notion of the politics and ethics of criticism and critique.

In the context of higher tuition fees, the Government's employability agenda and growing concern for defined career development strategies among young people, there is a need more effectively for Politics programmes to foster the capacity to communicate politics. Without communicating the implications and relevance of politics the subject and the skills derived from studying within Politics the discipline, Politics departments may face recruitment difficulties that those in, for example, the natural sciences, vocational subjects or the ascendant Business Management, may not. This article examines pedagogical means of promoting the capacity to communicate politics as part of an overall programme which integrates outreach, widening participation, recruitment, undergraduate study and employability activities. I focus, in particular, on applying salient approaches prominent within the Politics pedagogical literature to the development of the curriculum of a third year undergraduate module in the Department of Politics, Philosophy and Religion at Lancaster University: PPR389: Communicating Politics. I suggest that incorporating active learning and innovative teaching and assessment methods provides opportunities for meeting both student recruitment and employability agendas in Politics and beyond.

Communicating. An alternative paradigm ; Epistemological grounding ; Major communication metaphors ; A recursive framework for communication theories ; Conversation or intellectual imperialism -- Otherness. The otherness that theory creates ; A cybernetics of I-other relations ; Pathology, power, and emancipation ; Writing ecologically -- Meaning. A constructivist critique of semiotics ; The dialogical meaning of cultural artifacts ; The methodo-logic of content analysis ; Discourse as systematically constrained conversation -- Information. An introduction to information theory ; Research information ; Paradox and information ; Cyberspace and its artifacts ; Social memory.