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Presentation
Presentation
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
2 | Mandatory | Português
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Code
Code
ULP7021-26488
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Risk assessment vs. risk perception 1.1 Differences between experts vs. citizens in risk assessment; 1.2 Psychometric risk paradigm; 1.3 Analytical vs. intuitive processing of risk information. 2. Factors that influence risk perception 3. Risk communication 3.1 Risk analysis process: from risk assessment to risk communication; 3.2 The basic communication model vs. the risk communication model; 3.3 Information management and public communication in emergencies; 3.4 Types of mass communication: the role of the media in diffusing a crisis situation; conditioning information; the role of civil protection agents.
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Objectives
Objectives
Relate risk perception to behaviour, actions and willingness to change attitudes towards risk mitigation and reduction. Identify factors that influence risk perception. Understand the perception of risk considering causal attributions, the perception of support from public entities and future trends. Analyze risk communication processes. Understand the importance of risk communication in a crisis context, providing knowledge of the principles and techniques for effectively managing crisis processes in Civil Protection emergency scenarios, in front of the different media.
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Teaching methodologies
Teaching methodologies
Teaching is based on classroom work, independent study, and bibliographic research. The instructor presents and discusses content, applying it to real situations. Tutorials support out-of-class work. Students engage in topic discussions, solve exercises, and complete assignments outside class. Support materials are provided, and students are encouraged to consult additional sources. A practical assignment promotes autonomy, self-learning, and communication, including an oral presentation and defense.
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References
References
Amri, A., Lassa, J.A.; Tebe, Y., Hanifa, N.R.; Kumar, J., Sagala, S. (2022). Pathways to disaster risk reduction education integration in schools: insights from SPAB evaluation in Indonesia. Int. J. Disaster Risk Reduc., 73,102860. Balog-Way, D., McComas, K. and Besley, J. (2020). The Evolving Field of Risk Communication. Risk Analysis (40), 2240-2262. https://doi.org/10.1111/risa.13615 Jovarauskaite, L. and Böhm, G. (2020). The Emotional Engagement of Climate Experts Is Related to Their Climate Change Perceptions and Coping Strategies. J. Risk Res. p.1-17. Nunes, A., Martins, B., Azevedo, M. (2020). Exploring the Spatial Perception of Risk in Portugal by Students of Geography, Journal of Geography, 119:5, 171-182, DOI: 10.1080/00221341.2020.1801803. Wachinger, G., Renn, O., Begg, C., Kuhlicke, C. (2013). The Risk Perception Paradox – Implications for Governance and Communication of Natural Hazards. Risk Analysis, (33), 1049-1065.
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Assessment
Assessment
A avaliação do tipo contínuo, através da realização de um trabalho prático (40%) e, ainda, de dois testes de avaliação (30%+30%). Em cada momento de avaliação o aluno deve obter a classificação mínima de 8,5 valores. As componentes de avaliação contínua correspondentes a provas individuais escritas são passíveis de recurso para um exame final escrito com peso para a classificação final, natureza e complexidade equivalentes aos das provas realizadas.
Exemplo:
Descrição
Data limite
Ponderação
Teste de avaliação
dd-mm-yyyy
30%
Portfolio
dd-mm-yyyy
40%
(...)
Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...
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Mobility
Mobility
No
