Analyzing the Intersection of Transparency, Issues Management and Ethics: The Case of Big Soda

This article critically analyzes the ethics of Coca-Cola’s public relations strategies through the lens of corporate social responsibility, issue management, and moral legitimacy. Corporate legitimacy is essential for corporate survival and, in today’s complex environment, expectations for legitimacy have shifted. Corporations are called on to consider their roles in the context of the greater good. These changes call for an examination of what constitutes ethical communication for public relations practitioners. While theoretical advancements in the area of ethics sketch the landscape for providing for greater transparency in what the aims of organizations should be in providing for ethical communication, more needs to be done to examine the specific content of this communication. Toward this end, the authors seek to extend conversations and draw from Habermas’s theories of communicative action and Principle U to propose a new direction for evaluating public relations ethics

Internet-based medical education: a realist review of what works, for whom and in what circumstances

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How does one voluntary organisation engage with multiple stakeholder views of effectiveness?

The literature on effectiveness and multiple constituency theory is explored as background to a consideration of the many interpretations of effectiveness existing amongst stakeholders of one organisation. A case study is used to examine how stakeholders judge effectiveness and the process by which their different perspectives are incorporated in the shaping and constant updating of a core view of effectiveness. The management strategies adopted in handling this process are explored, and some elements identified which may provide initial steps towards a management theory

Collaborative model development increases trust in and use of scientific information in environmental decision-making

While science matters for environmental management, creating science that is credible, salient to decision-makers, and deemed legitimate by stakeholders is challenging. Collaborative modeling is an increasingly-used approach to enable effective science-based decision-making. This work evaluates the modeling process conducted for two hydropower dam licensing negotiations, to explore how differences in the collaborative development of hydrological models affected differences in their use in subsequent decision-making. In one case, the model was developed iteratively through deliberation with stakeholders. Consequently, stakeholders understood the model and its limitations and trusted the model and modelers; the model itself was also better designed to evaluate resource managers’ questions. The collaboratively-developed model became the focal point for subsequent negotiations and enabled creative group problem-solving. Conversely, in the case with less engagement during model development, the model was not used subsequently by decision-makers. These differences are argued to result from trust built during the modeling process, applicability of the model to test real management scenarios, and the broader social context in which the models were used

How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?

In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people. In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept – learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer. This study was conducted using an action research approach. I designed and evaluated the digital media artifact – “Lenny’s Quest” in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process

2012 Annual report

The CGIAR Research Program on Aquatic Agricultural Systems is a multi-year research initiative launched in July 2011. It is designed to pursue community-based approaches to agricultural research and development that target the poorest and most vulnerable rural households in aquatic agricultural systems. Led by WorldFish, a member of the CGIAR Consortium, the program is partnering with diverse organizations working at local, national and global levels to help achieve impacts at scale

From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design

This paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning

Four forms of 'offender' rehabilitation: Towards an interdisciplinary perspective

This paper aims to advance the case for a more fully interdisciplinary understanding of offender rehabilitation, partly as a means of shedding light upon and moving beyond contemporary ‘paradigm conflicts’. It begins with a review of current arguments about what a credible ‘offender’ rehabilitation theory requires and by exploring some aspects of current debates about different theories. It goes on to locate this specific kind of contemporary theory building in the context of historical arguments about and critiques of rehabilitation as a concept and in practice. In the third part of the paper, I explore the nature of the relationship between desistance theories and rehabilitation theories, so as to develop my concluding argument; that is, that debates about psychological rehabilitation have been hampered by a failure to engage fully with debates about at least three other forms of rehabilitation (legal, moral, and social) that emerge as being equally important in the process of desistance fr