Journal articles on the topic 'Stimulated recall methodology'

Stimulated recall is an introspective data-collection procedure in which some “tangible . . . reminder of an event [stimulates] recall of the mental processes in operation during the event itself” (p. 17). The reminders may consist of audio or video recordings, transcriptions, an observer's fieldnotes about the event, and so on.

The study focuses on exploring the reflective constraints of a pedagogue in the framework of reflective thinking. By applying the qualitative technique of stimulated recall, video-taped lesson analysis and commentaries on real life classes it shows the factors restricting reflective thinking. The participant in the study was a secondary school teacher of mathematics pursuing his teaching career for nine years. The pedagogue’s three lessons were recorded with the help of a technical expert. The recording of the lessons took place on three consecutive days, in the same class covering the same topic. The research was conducted by triangulation. Text analysis was carried out using the MAXQDA software by combining deductive and inductive coding processes. The findings show that emotions attached to teaching, lack of pedagogical knowledge and school context restricted the reflective thinking of the pedagogue. The results justified that developing reflective thinking contributes to making teacherly activities more effective and reflection can also further differentiate pedagogical knowledge. The results of the research might be applied in teacher training and further education. In addition the qualitative method called stimulated recall might also be relevant for researchers dealing with qualitative methodology. Key words: reflective thinking, stimulated recall, text analysis.

AbstractThis study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-tracking methodology in combination to examine pausing and revision behaviors. Thirty advanced Chinese L2 users of English performed a version of the IELTS Academic Writing Task 2. During the writing task, participants’ key strokes were logged, and their eye movements were recorded. Immediately after the writing task, 12 participants also took part in a stimulated recall interview. The results revealed that, when participants paused at larger textual units, they were more likely to look back in the text and engage in higher-order writing processes. In contrast, during pauses at lower textual units, they tended to view areas closer to the inscription point and engage in lower-order writing processes. Prior to making a revision, participants most frequently had viewed the text that they subsequently revised or their eye gazes had been off-screen. Revisions focused more on language- than content-related issues, but there was a smaller difference in the number of language- and content-focused stimulated recall comments when larger textual units were revised.

Purpose This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment. Design/methodology/approach A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12. Findings Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL. Originality/value This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.

The present paper reports on an approximate replication of Foster's (1998) study on the negotiation of meaning. Foster investigated the interactional adjustments produced by L2 English learners working on different types of language learning tasks in a classroom setting. The replication study duplicates the methods of data collection and data analysis of the original study, but alters the target language (L2 German) and adds a stimulated recall methodology. The results of the replication study partially confirm Foster's results, and introduce some further differentiated findings. It is concluded that the original study's concern with the transferability of laboratory findings to classroom settings should be investigated in greater detail.

AbstractComputer-assisted language learning, or CALL, is an interdisciplinary area of research, positioned between science and social science, computing and education, linguistics and applied linguistics. This paper argues that by appropriating methods originating in some areas of CALL-related research, for example human-computer interaction (HCI) or psycholinguistics, the agenda of “attention-focus” research can be shifted from a cognitive perspective to a learner-centred approach; understanding online language learning and teaching spaces as mediated by technology; second/foreign language learning; and online teaching culture.Taking a method that has traditionally been used within a positivist paradigm, the authors exemplify the potential of eyetracking to advance online language learning research – extending it in ways compatible with a sociocultural paradigm. This is evidenced by two pioneering studies in which an innovative combination of methods allows participants, whose gaze focus was recorded during synchronous computer-mediated communication (SCMC), to reflect back on their involvement. Eyetracking is combined with stimulated recall interviews that trigger deep reflection on learner and teacher strategies by directing participants’ recollections on their attention focus.The rich, multifaceted results shown by this original and innovative use of eyetracking methods in a sociocultural framework suggest a way forward in researching online learning by integrating insider and outside views coherently and systematically.

Pre-service teachers (PSTs) are expected to effectively integrate their content knowledge with their knowledge of teaching when teaching classes after qualification. This integration can, however, be challenging for PSTs because the two components are often taught separately at teacher education institutions. This qualitative case study investigated the possibilities of integrating the teaching of the two components at a South African university educating future science teachers. Data in the form of video-recorded lectures, video-stimulated recall interviews with a teacher educator, and focus group interviews with 15 PSTs were collected. Data analysis was mainly deductive informed by the topic-specific pedagogical content knowledge conceptual framework. Many opportunities for integrating methodology were created by the teacher educator while teaching meiosis content. The study concludes that integrating methodology when teaching content courses is possible. However, the integration should include explicit discussion of the pedagogical reasoning behind the visible teaching routines.

Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.

Purpose of the study: The objective of this study is to reveal classroom management practices reported by Chilean pre-service and novice in-service teachers of English as a Foreign Language (EFL). This is associated with their classroom performance and considering the dimensions of people management, instructional management, and behaviour management. Methodology: The present study used a qualitative research methodology and a case study design. The participants were 30 pre-service teachers studying in two Chilean universities and 30 novice graduate English teachers from the same institutions. The data collection techniques were non-participant observations concerning the subjects’ classroom interventions and semi-structured interviews with stimulated recall based on the former. The researchers analysed the collected data by using the ATLAS.ti software for content analysis. Main Findings: The results indicate that most of the pre- and in-service EFL teachers declare the implementation of classroom management practices that employed an interventionist approach. This considering the dimensions of people management, instructional management, and behaviour management. Consequently, the research subjects’ pedagogical actions tend to be more teacher-centred rather than student-centred. Applications of this study: This study is related to English as a Foreign Language (EFL) teaching and learning and teacher education. The findings of this research can be useful for English language pre-service teacher education programs and professional development programs. The study suggests the relevance of helping pre- and in-service teachers reflect on their practices to modify their pedagogical beliefs and, consequently, improve the way they teach. Novelty/Originality of this study: This article considers teachers’ classroom management as a comprehensive construct that involves the dimensions of people management, instructional management, and behaviour management. Moreover, the data collection techniques include stimulated recall interviews based on the participants’ classroom observation. These techniques can be useful for educational research. Professional development undergraduate and postgraduate courses can also consider these procedures to help individuals examine their teaching practices, and their underlying beliefs, to reflect on them.

This article introduces the construct of teacher noticing, situates it in research on second language teacher cognition, and considers its implications for research on second language teacher training, acknowledging socio-cognitive perspectives on language learning and teaching. We then present a mixed-methods observational study that utilized quantitative and qualitative approaches to study novice teacher noticing in the context of teaching demonstrations carried out as part of eight participants’ undergraduate course requirements. Teacher noticing was defined as awareness of features of second language classroom interaction that may influence student learning. The goals of the study were to: (1) assess our approach to studying teacher noticing, (2) examine the interactional contexts in which teacher noticing occurs, and (3) identify themes in novice teacher noticing. The results indicated that the stimulated recall methodology used was, not surprisingly, sensitive to the time delay between teaching demonstrations and recall interviews. Nonetheless, all participants reported noticing. Teacher noticing occurred primarily when the participants were teaching to the whole class and tended to involve the difference between plans vs. reality, noticing as a trigger for action, and individual learner contributions. The discussion weighs the strengths and limitations of this study and explains how a focus on the significance that teachers place on classroom interactions they become aware of during lessons may benefit research on language teacher education.

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.

This study investigates interactional moves of Japanese EFL learners and how they modify their oral output differently depending on whether their interlocutor is a peer or a native speaker (NS). By employing retrospective stimulated recall methodology, this study also explores the participants’ perceptions which arguably determined their interaction patterns during a communicative task. Participants were eight Japanese first-year university students and four NSs of English. Conversations of eight learner-NS dyads and four learner-learner dyads (six hours in total) were audiotaped, transcribed, and then statistically analyzed. Learners were interviewed two days after task completion. Results revealed that learners interacted in significantly different ways depending on whom they interacted with. Integrating the introspection data from stimulated recall sessions, this study provides social and cultural perspectives to the research field of interaction; specifically, social relationships have significant influences on interaction patterns. 本稿は、日本人英語学習者が、英語での会話の中で相手に誤解を生じさせるような発言をした場合、また文法的な間違いを犯した場合に、その会話の相手が日本人英語学習者であるか、英語を母語とする者であるかによって、修正の方法を変えるのかどうか、また変えるとすればどのように変えるのかを探るものである。統計的分析に加えて、面接調査を行いやりとりの型を決定付けたと想定される話し手の会話中の心理を考察した。調査対象は日本人の大学１年生８名および英語の母語話者４名であった。日本人学習者と英語母語話者のペア８組、および学習者同士のペア４組（合計６時間分）の会話を録音し、文字化した。さらに２日後に各学習者に面接を行った。統計分析を行った結果、学習者は会話の相手によって、有意に異なる会話パターンを選択することが明らかにされた。統計分析、面接、リコール（stimulated recall）などによって得られた結果を統合することにより、本稿では会話における相互作用の文化的、社会的側面に焦点を当てた。特に社会的な人間関係が会話のパターンに大きく影響することを明らかにした。

This study investigates language teachers’ verbal construals of classroom anxiety and its cognitive precursors by drawing on the TRANSITIVITY and ATTITUDE systems in systemic functional linguistics (Martin & White, 2005) and integrating them with appraisal theory in cognitive psychology (Smith & Lazarus,1993). Three collegiate-level German teachers in a CLIL-like context participated in a two-week classroom observation sequence, which included 8 in-depth, semi-structured interviews that employed stimulated recall methodology by way of recorded classroom observations. Transcribed interview data were examined using both TRANSITIVITY analysis to capture experiential meanings and a multi-step TRANSITIVITY and ATTITUDE analysis to capture both emotional meanings and cognitive appraisals simultaneously. Findings revealed individual patterns of verbal construals of anxiety for each participant. The multi-step analysis uncovered discernible patterns for the verbal construal of cognitive appraisals that are strongly associated with both participants’ feelings of anxiety and their beliefs about the nature of language teaching. Based on these findings, a new system network for the description and approach to the analysis of foreign language (FL) teacher emotions is proposed and implications of the findings for future research into teacher emotions and beliefs, as well as for teacher training, emotional well-being, and foreign language pedagogy research are discussed.

Purpose – The preservation and curation of music with real-time or live electronics is challenging. The goal is not to preserve a recording of the performance but to keep the work alive by providing the means to re-perform them. The purpose of this paper is to present the theoretical and practical outcomes of the documentation, dissemination and preservation of compositions with real-time electronics (DiP-CoRE) project. Design/methodology/approach – The methodology combines methods stemming from work psychology and ergonomics with conceptual frameworks constructed according to grounded theory. Data were collected during a six months’ creative process. Subsequent interviews were conducted during confrontations with documents, including observational recordings, sketches and technical specifications. Findings – This paper demonstrates the relevance of the proposed documentation methodology for the preservation of contemporary music with live electronics, focussing on the notion of intelligibility. It brings into light the multiple perspective of the documentation of the activity in a multi-agent creative process, which encompasses what was done but also what could have been done. Research limitations/implications – The DiP-CoRE project bring to light connections between the notion of intelligibility, the thickness of the activity and boundary objects. The paper proposes further directions of research in order to embed the designed framework within digital repositories. Practical implications – The documentation methodology, designed and tested in this paper, proposes a framework for practitioners, building on video-stimulated recall as well as documents produced during the creative process. This framework requires less expertise (but a more important technical setup) than a traditional interview-based documentation framework. It thus provides opportunities for various size organizations to build methodical documentation processes and to further build on distributed expertise with computer-supported collaborative work. Originality/value – This paper proposes a new interdisciplinary documentation methodology relevant in the artistic domain, which brings together transmission with objects and by practice. It specifically defines the relation between this proposal and a high-level model for digital curation, namely, the mixed methods digital curation model. It further creates a link between documentation best practice and the ongoing research in the tracking of creative processes.

Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

Purpose The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning. Design/methodology/approach The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights. Findings The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers. Originality/value The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.

The United Nations Educational, Scientific and Cultural Organization Seoul Agenda for Arts Education (2010) calls for ensuring equitable access to arts education for all, strengthening the quality of arts education and harnessing its potential to contribute to resolving social and cultural challenges. In both South Africa and Denmark, a practice–policy gap exists between what the curricula prescribe in the area of arts education and what is experienced to be happening in the everyday life at schools. This gap contributes to creating inequality in terms of access to arts education. It is therefore important to find ways that might give access to arts education to a broader range of children, and to find out how their participation might contribute to advancing their future opportunities. This paper explores how arts education policies can be enacted within schools in both Denmark and South Africa. It takes as its point of departure a project that investigates the potential of an educational practice that integrates dance with visual arts and involves multicultural groups of children, teachers and artists in two school classes in South Africa and Denmark. It focuses on what importance arts education might have, especially to those children in the two classes who are ‘at risk’, by illuminating their experiences and opportunities for learning through integration of dance and visual arts. In this study, a phenomenologically inspired concept of learning, which includes enhanced awareness, theories of multi-modal experience in the arts and Todres’ concept of ‘soulful space’ contribute to illuminate educational potential of the artistic-educational approaches that were developed in the project. Through a hermeneutic phenomenological methodology, children’s experiences were elicited through reflective group dialogues involving ‘stimulated recall’ based on photographs of them engaged in different activities and drawings that they had created, which reflected their experiences.

Purpose This study aims to identify the influences that lead to better memorability of a service by focusing on type of service failure, recovery condition and frequency of occurring. Design/methodology/approach This study used a quasi-experimental design in which customers answered questions about a restaurant they had recently patronized and then evaluated experimentally generated failure and recovery scenarios. Two follow-up contacts were made (by phone and e-mail) to assess their memory of the imagined service failures stimulated by the scenarios. Participants were asked how clearly and vividly they could recollect the service failure and to indicate their behavioral intentions at the time of recall. Findings The type of service failure and the subsequent recovery efforts significantly affect whether negative service experiences are memorable. Specifically, individuals showed a higher likelihood of vividly recalling a core service failure than an interactional one. Moreover, service recoveries were found to be helpful in decreasing the memorability of service failures, and that they were effective in decreasing the resulting negative customer behavioral intentions (i.e. switching behaviors and negative word-of-mouth). However, frequently occurred service failures did not significantly influence the memorability of the failures. Practical implications The current study suggested what characteristics of service failures and situations lead to strong memorability and significantly affect future behavior. Thus, the findings provide important implications for avoiding and handling the failures that trigger strong memorability. Originality/value Previous researchers have emphasized on the importance and urgency of preventing critical service failures. However, it is still unclear what type of service failures and/or factors are critical ones. The current study expands the knowledge by incorporating service failures with memory and investigates the characteristics of memorable service failures, which are likely to be remembered more vividly.

Purpose The purpose of this study is to explore young students' perceptions about the impacts of Indian residential schools. A hopeful era of reconciliation has been ushered in to confront the injustices committed to approximately 150,000 indigenous children and youth in Canada’s Indian residential schools in the not-so-distant past. Of these children, there were at least 6,000 recorded deaths; those who survived, faced the devastating impacts of forced assimilation. In the spirit of making “relation to and with the past, opening us to a reconsideration of the terms of our lives now as well as in the future” (Simon, 2006, p. 189), the author invited eight- and nine-year-olds to depict their thoughts about Indian residential schools. Design/methodology/approach A practitioner inquiry stance was used in this study. This approach takes into account that teachers are uniquely positioned to carry out highly contextualized classroom research. The data include a documentary analysis, observations of students’ work and short interview-like prompts. The data also included stimulated recall using student-participant responses to elicit feelings, thoughts, attitudes and beliefs (Freeman, 1998). A collaborative approach to the data analysis“engaging the author’s own and students’ interpretations of their work”allowed for a range of perspectives that address representativeness (Cornish et al., 2014). Findings Students’ representations reveal that even young children engage in political thought by understanding governance structures that are impinged upon young lives in Indian residential schools. The students in this study positioned themselves as “cultural citizens” (Kuttner, 2015) by contributing compelling ideas on power, relationships, displacement, assimilation and identity, in their mixed media texts. Rather than reducing what they had learned only to questions of oppression, they proposed possibilities of living a more ethical present by including teachings about living more ethically than those that have come before them. Originality/value This work aims to deepen decolonizing possibilities in classroom research, particularly in elementary classrooms.

Purpose The purpose for this study is to publish the author’s dissertation research. Design/methodology/approach The qualitative study used stimulated recall (Gass and Mackey, 2000) of critical incidents (Flanagan, 1954) in a structured reflection interview (Johns, 1994) to study executives’ “reflection-in-action and on action” business practices. All of the participants (60 people from 10 organizations, aged from 38 to 68) were experienced executives. Each brought an average of over 15 years of leadership and industry experience to their understanding of and experience with these phenomena. The results were analyzed using Miles and Huberman (1994) qualitative data analysis methods. Findings Three research questions guided this study: How do executives describe, understand and utilize reflection-in-action in their work practices? The study participants were interviewed soon after an experience, meeting with subordinates and a discussion of two critical incidents representing their reflection-in-action to isolate and illuminate the instant and better understand this often subconscious process of reflection-in-action; How do executives describe, understand and use reflection-on-action in their working life? Here the study participants were asked to describe a recent change initiated by reflection-on-action to better understand that process and how it moves from reflection-on-action to action-on-reflection: the initiation of the new action or change; How do executives learn and develop their reflective practices? The participants were asked to describe how they learned, developed and sustained their reflective practices to better understand the nature and development of reflective practice on all levels: in-action, on-action and cyclically. The results of my research included four areas of analysis: reflection as emotional interaction, reflection as development, reflection as a system and reflection as a frame of knowing. Originality/value In this doctoral work, the author attempted to show that reflection contributes to improved performance. What the author also learned was that there is a positive relationship between reflection and building supervisor/employee relations, especially within teams. The author also learned that as you reflect, there are a lot of emotions involved. This is largely, in the author’s opinion, where there is a results focus and during performance conversations. The importance of this is that people grow and change when this happens. There is a definitive link. This was the author’s hypothesis and was proved.

Purpose This paper aims to focus on how doctoral students’ emotional arousal influenced their cognition in a challenging online application activity, that of applying for online Institutional Review Board approval for human subject research. Participants were social science doctoral students. Data were collected in two sessions: a video/audio-recorded work session and a follow-up interview. Results are presented in three themes derived inductively from qualitative data analysis. Design/methodology/approach The authors took a qualitative approach to study the nature of participants’ experiences. Participants were 11 graduate students recruited as they were about to submit an application for approval from the university’s review board charged with ensuring the ethical treatment of research participants. These students were pursuing doctoral degrees in education fields in a research-intensive US university. Data were collected in two sessions: a video/audio-recorded “work session” in which participants worked on their IRB application, and a post-interview session that used the video-record for stimulated recall. For the first session, participants were instructed to narrate aloud what they were thinking and feeling during the activity. Camtasia software was used to capture each participant’s desktop and mouse pointer movements. Cameras simultaneously captured video and audio recordings of the participants’ facial expressions and speech. These work sessions, and the subsequent interview sessions, occurred in a small quiet room with wireless access. Analysis proceeded in four phases. First, the authors made a transcript of the work sessions, screen-capturing participants’ faces whenever they spoke aloud, took action as they interacted with the website or showed some sort of emotion. They referred to these freeze shots as frames. The frames allowed us to track the time individuals spent in different episodes of the application. Second, the authors labelled the emotions they saw, with two researchers working together and bringing any discrepancies to the larger research team for consensus decisions. Third, to these transcripts of the first session, the authors connected interview transcript segments. Findings Results are presented in three themes derived inductively from qualitative data analysis. Theme 1 indicates that emotions accompanied processes involved in the online application. Theme 2 suggests that new users differed from more experienced users in the amount, valence and intensity of emotions. Theme 3 describes one source of these differences, experienced users’ greater knowledge of the process and equanimity in the face of possible mistakes. These results shed light on emotions as these arise in the course of accomplishing an increasingly common task, that of filling out a Web application that is personally consequential but not user-friendly. Originality/value The authors aimed to understand better the emotional experiences of graduate students by moving beyond the more global explorations of graduate students’ cumulative experiences.

To dwell and to build is not an art, is not a technique, but a realm where things belong. This is a statement addressed by Heidegger in Bauen Wohnen Denken, his text more connected with architecture that is more contemporary than ever. In effect, two questions as What is it to dwell? and How does building belong to dwelling? are intertwined with others like How to dwell in the current world? and How to give form to the quality of dwelling? The responses should point out again to Heideggerian’s line of thought: ‘Only if we are capable of dwelling, only then can we build’. He pushes the argument to the limit adding that dwelling is to conciliate ‘earth’, ‘heaven’, ‘the mortals’ and ‘the gods’ (the divine). To dwell and to build should be the preservation of such square. It is remarkable that Heidegger’s writings on this topic, that stimulated and still stimulate the architectural debate, were strongly influenced by the philosopher’s life in the Schwarzwald, close to the village of Todtnauberg. In Heidegger’s Hut (Adam Scharr) the hut in which Heidegger lived in for five decades, since he ordered its construction in 1922, is described, as well as the bonds he created with the landscape and all environment. The hut was a place for him to dwell and to think, because both belong together and were mutually influencing body, feelings and sense of place. And if Norberg-Shulz left the phenomenological legacy of the genius loci as the spirit of the place, with its particular atmosphere and fundamental implications for building, genius loci within Heidegger’s thoughts on building, dwelling and thinking recall the sense of protection and of sacredness of a place like the one called home. Life in balance with the spirit of the place showed Heidegger that the emotional space is measured very differently from space measured mathematically. And to build and to dwell are activities with a significant order that resonates in mind, body and spirit. For phenomenology, place is not just the geographic or topographic location, but consists of effective elements such as materials, form, texture, colour, light, shadow playing together. The interdependence of all those elements, along with others allows the opportunity for some spaces, with identical functions, to express diverse architectural features and therefore countlessatmospheres to perceive, enjoy and cherish. ‘Sometimes I can almost feel a particular door handle in my hand, a piece of metal shaped like the back of a spoon. I used to take hold of it when I went into my aunt’s garden. That door handle still seems to me like a special sign of entry into a world of different moods and smells. I remember the sound of the gravel under my feet, the soft gleam of the waxed oak staircase, I can hear the heavy front door closing behind me as I walk along the dark corridor and enter the kitchen, the only really brightly lit room in the house’, confesses Peter Zumthor. On the shoulders of these inspiring ideas and experiences, the plot for the 5th number of Sophia was designed. It called original articles that discuss the core of interiority in architecture as a matter open to diverse ideas and practices in the realm of built space to be experienced by its dwellers. Interiority to be argued as a dimension that differentiates a place of a non-place. The non-places are spots with which the individual does not create any relation; they are transit- places without memory, identity, history, personal construction, references, emotions of which solace is not a minor one. Interiority claims that kind of space that accommodates thoughts, dreams, nightmares, intimacy, changes, silence, noise, neurosis...life. Shelter, shape, place, atmosphere portray scenarios that enhance experiences, events, occurrences beyond the functionalistic rhetoric enveloping them. All the texts that compose this issue display the strong insights the authors chose to approach the proposed topic. They trigger new thoughts and new questions. Three articles and an interview appear as the hard core of this volume. Preserving heritage through new narratives: designing a guesthouse within a cross-disciplinary team from Pedro Bandeira Maia and Raul Pinto discusses a very demanding design program of transformation of an interior space from a former pharmacy to a guest house in a historical building from the nineteenth century. The article exposes the methodology followed by a cross disciplinary team debating the project’s narrative illustrated with very expressive images. The role of architecture in an engaging and meaningful experience of the physical exhibition from Bárbara Coutinho and Ana Tostões evolves from the main argument that the physical exhibition is the immediate way to encounter the arts in line with the phenomenological understanding of the aesthetic experience. It recalls the inspiring role of exhibition designs of Frederick Kiesler, Franco Albini and Lina Bo Bardi as examples to contrast with the growing process of digitalisation and dematerialisation of the involvement with art. Authors address then the reasons why for contemporary times it is important that an exhibition is designed to be a physical matter between spectators and art. The need for Shelter. Laugier, Ledoux, and Enlightenment’s shadows from Rui Aristides and José António Bandeirinha discourses about the human need for shelter as the essence that defines the discipline of architecture. This approach is developed within an historical framework, namely referring the legacy of Laugier and Ledoux intertwined with philosophical and political issues.Based upon these reasoning, the authors go further and tackle the architecture’s role regarding shelter in contemporary times. The interview The Power of Imagination made to Danish Designer Hans Thyge is an exciting journey to pertinent themes thought from the professional practice of a designer who after 30 years in design still believes in the use of a pencil and a paper to sketch and to imagine. ‘Interiors’ is central in this storytelling as a challenge to create spatial experiences and staging atmospheres. Also his own house, designed by him, is a key moment to make special considerations regarding dwelling and building. We are very thankful for authors’ contributions and vivid minds.

Purpose – “Masstige marketing” is considered as a market penetration strategy for medium and large enterprises, particularly in foreign markets. The author redefine “masstige marketing” strategy in this paper and map the concept as a new model for brand building. Second, the author examine the effectiveness of “masstige marketing” strategy with reference to marketing mix theory (Four Ps=product, price, place and promotion). The purpose of this paper is to introduce a theoretical model to help the companies to implement “masstige marketing” strategy. Design/methodology/approach – The author introduce a scale, called “Masstige Mean Score Scale” to measure the mass prestige value of brands. Both secondary and primary data used in this study. The author collected data from 590 young women consumers living in Japan and France to measure the “masstige” value using the new scale developed. The marketing strategy of European luxury sector multinational brand LV, has also been discussed as a method. Findings – Masstige value is the best indicator of long-term brand value. In other words, higher the masstige value (MMS) of a brand, the higher the likelihood to succeed. The author also found that a brand can create mass prestige with “masstige marketing” strategy by appropriately mixing the four Ps in marketing – Product, Price, Promotion and Place in a distinct and culturally different market. Originality/value – The author develop a pyramid model and measurement scale for “masstige marketing” as a theoretical framework to stimulate further research and as a tool for practitioners for better decision making. Besides, the author posit that higher the Masstige Mean Score (MMS) of a brand, higher the likelihood that potential customers recall that as a “top of mind” brand. Lower MMS implies that the firm has to go long way in their efforts to build the brand.

Purpose – This paper aims to explore the country-of-origin effect, specifically its potential impact on beer labeling, from a linguistic perspective. Design/methodology/approach – The paper opted for an exploratory study using Sebba’s framework for multilingual texts (2012). Briefly, analysis developed through the observation, the use of notes taken during the phase of data collection and their comparison. Findings – The paper provides empirical insights on how beer labels appear to signal some interesting occurring trends. First, this investigation seems to suggest a link between languages used and their potential to recall country images that producers may be willing to stimulate and enhance. Second, data appeal to products’ countries of origin, using official languages, texts and visual elements strictly interrelated with local cultures. Research limitations/implications – Because of the chosen approach, results may lack generalizability. Therefore, researchers are encouraged to apply this framework or explore the same phenomena in other product categories and geographical markets too. Finally, deeper insights on the topic could be reached taking into consideration other financial data, for example market performance. Practical implications – The paper includes implications for the development of further research regarding brand image and reputation, in general, and the country-of-origin effect, specifically. Originality/value – This project is innovative for two main reasons: first, its methodological approach and, second, its combination of linguistics and marketing-related aspects. Hence, exploring possible links across the two disciplines, ultimately trying to examine potential reasons underlying their use, was the final objective of this paper. Finally, no existing publications appear to use Sebba’s framework to analyze beer labels from a linguistic perspective. Consequently, no researchers seem to have explored potential interrelations among this analysis and marketing concepts and strategies.

Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology. Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various materials and activities to be used in their future teaching practices. The proposed framework was presented to 21 student teachers at an English Language Teaching (ELT) department of a state university in Turkey to help them integrate the ideas of using poetry in a micro-teaching context. Prospective teachers acted both as learners and teachers while following the steps of the suggested framework, and reflected on this experience through reflective diaries and stimulated recalls of their teaching performances. They also took part in semi-structured interviews at the end of the study. Qualitative analyses revealed that poetry can have a place in language teaching by using a systematic and guided framework tailored to the features of a language classroom. With the help of the proposed framework, implementing poetry in the language class helped to promote motivation, creativity and self-expression along with multi-skill development and interaction among learners. However, incorporating poetry into the language class was challenging in terms of time and effort required and difficulties in material selection and design. This study suggests that poetry can become part of language teacher education. In this regard, this article proposes implications for teachers and teacher educators for the implementation of poetry in language teaching practice.

PurposeThe active voice behavior of customers is crucial to the development of enterprises, but few studies have examined how to promote customer voice behavior. Does a sense of power drive consumers to provide advice to the companies involved? This paper aims to address the issue.Design/methodology/approachBy conducting three experiments, the authors proved the effect of the sense of power on customer voice behavior. In Study 1, the authors manipulated subjects' sense of power levels (high vs low) through an episodic recall task. Tangible goods were used as experimental material. The authors verified that power had a positive impact on customer voice behavior. In Study 2, the authors changed the experimental materials to intangible service products and used role-playing tasks to manipulate the subjects' sense of power. Study 2 validated the mediating role played by self-confidence in the main effect. In Study 3, the authors validated the moderating role of self-doubt for the power effect.FindingsBased on the approach-inhibition theory of power and the situated focus theory of power, the current research finds that there is a positive effect of consumer's sense of power on their voice behavior. It also further analyzes the mediating role of self-confidence, the mechanism by which power affects customer voice behavior. However, this positive effect does not always occur. Self-doubt plays a moderating role in this relationship. If the individual's self-doubt level is high, the positive effect of power on the individual's self-confidence cannot be observed, which means that self-doubt is a boundary condition for the positive effect of power on individuals' self-confidence.Research limitations/implicationsThe authors discuss the influence of sense of power on customer voice behavior and test the mediating role of self-confidence and its boundary conditions. The results show that consumers are more confident in themselves when they feel a sense of power and are more likely to proactively make suggestions to the company. However, the overall effect is not obvious when consumers have a high level of self-doubt. As a psychological state of consumers that firms can easily manipulate, the effects of power on consumer behavior remain to be explored by the authors.Practical implicationsThe findings of current research suggest that empowering consumers who are less self-doubting can increase their self-confidence, which, in turn, can lead to more active expression and feedback on issues that need improvement in their experience. Thus, companies can enhance consumers' sense of power through some ways, such as using environmental elements to stimulate consumers' sense of power.Originality/valueThere are few studies on how the sense of power affects consumers' voice behavior. Prior work on voice behavior has focused on the perspective of customers' perception of the social exchange relationship between themselves and enterprises. The research explores the strategies suitable for enterprises to promote customer voice behavior from the perspective of the sense of power, and the findings contribute to the research on the sense of power and consumer voice behavior.

In Open Dialogue, sharing of reflections by professionals constitutes an important contribution to promoting a polyphonic dialogue between participants. In the inner dialogue, past and future influence the present moment. In this study, we explore the influence of sharing or withholding reflections by professionals on the interplay between inner and outer dialogue. A case study was used with a multi-perspective methodology, which combined video recordings of a network meeting and interviews by using video-stimulated recall with the clients separately, and social workers together afterward. We found that the sharing of reflections by professionals stimulates the inner dialogue and creates an opening for sharing these in the outer dialogue. In addition, we observed that when reflections are withheld, the client's inner dialogue still continues, but their inner dialogue was not shared in the outer dialogue.

<p class="Abstract"><span lang="EN-US">Due to the fact that Faculty of Teacher Training and Education (FTTE) has to prepare students to be competent teachers by engaging their knowledge with current demands and to conduct their tasks ethically in teaching practice, this study reveals a report of qualitative study that employs an action and qualitative study that explore how the SOI model of learning bridging teacher students’ cognitive processes of knowledge construction and their teaching competencies to face disruptive era in microteaching course. The subjects were 22 English Department students of semester 6 in a Public University who took microteaching. The qualitative data were collected in documentation, weekly-journals, observation, and video. Stimulated recall technique was also used to reflect on the video materials that they had to follow-up interviews. Data analysis shows that findings contribute significantly to understand constructivist learning occurs when a learner engages in three cognitive processes. They are first selecting or attending to relevant information about content knowledge of lesson, teaching methodology, students, curriculum, and technology, second, organizing or mentally organize information into a coherent mental representation, and third, integrating or integrate information of disruptive issues with existing knowledge of content knowledge of the lesson and teaching methodology. These improve teaching competencies of teacher students that help them to tailor and to drive instruction of TEFL. The implication shows that SOI offers a new vision of the learner as an active sense-maker to achieve adaptability skill.</span></p>

Purpose The purpose of this study is to find out a simple cognitive intervention method to use MCI and suffering people with depression. As the elderly society increases around the world, the number of elderly people with diseases and dementia is increasing rapidly. Mild cognitive impairment (MCI), a pre-stage to dementia, is a critical treatment time to slow disease progression. However, there is currently no appropriate medication. Furthermore, MCI patients with depression are more difficult to treat. Design/methodology/approach To overcome these problems, the authors confirmed improvements and delayed effects in MCI patients in this study for three years through cognitive intervention, demonstrating its effectiveness. Cognitive interventions were conducted for memory retrieval and steadily stimulated the brain by performing tasks to solve problems during daily conversations. Findings As a result, the intervention group retained mini-mental state examination and Montreal cognitive assessment scores on the domains of cognitive function and also instrumental activities of daily living in the domain of motion compared to the non-intervention group. Moreover, significant improvements in geriatric depression scales-15 and quality-of-life scales enabled the patients to maintain stable living compared to before the intervention. In addition, the intervention group showed a change in patterns that allowed them to voluntarily devote time to going out at the end of the study. Research limitations/implications This study was originally planned to compare the rates of transmission from MCI to dementia by tracking over five years (2016–2021). However, due to the impact of COVID-19, which began to spread around the world in 2020, further face-to-face visits and cognitive intervention became impossible. Thus, only half of the data in the existing plans were collected. Although it is difficult to present accurate results for the rate of transmission from MCI to dementia, the tendency was confirmed, indicating sufficient implications as an intervention. Originality/value This study was originally planned to compare the rates of transmission from MCI to dementia by tracking three years (2016–2019). The authors had studied for long-term effect.

Purpose The purpose of this study is to gain insight into and understand the authentic lived experience of the processes of collaborative inquiry in teamwork from the perspective of teachers. Design/methodology/approach Data comprises stimulated recall interviews and semi-structured interviews. Seventeen teachers from four different teams in four schools form the empirical basis. Findings The analysis reveals that a shared focus on students’ learning in teachers’ processes of collaborative inquiry results in awareness and increased knowledge of what constitutes students’ learning. Thus, teachers are potentially becoming better equipped to facilitate students’ learning by offering them a richer set of learning opportunities. Findings confirm the key role of critical reflection through bringing teachers’ assumptions about teaching and learning to the surface, available for common exploration. When exploring problems of practice and sharing ideas and suggestions for possible solutions, teacher teams operate in a collective zone of proximal development. Practical implications This analysis of teachers’ reflections on the processes of collaborative inquiry supports school leaders and facilitators of school development by revealing fundamental and often hidden characteristics of teamwork collaboration. Originality/value Findings about teachers’ professional learning through collaborative inquiry in teamwork enhance knowledge about how teachers learn in authentic settings, and unpack the capabilities of teachers to author their own pedagogical changes. This study thus challenges linear models of professional development and the idea of professional development as mainly delivery-based.

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners set goals and expected an outcome in the ‘forethought’ phase. Then, they employed strategies to pay attention to the form or meaning of the grammatical feature. Learners also attempted self-instruction by using facilitators in the ‘performance’ phase. Furthermore, their self-evaluation played an essential role in the ‘self-reflection’ phase. The results also indicated an interplay between the forethought and self-reflection phases, whereas the interaction between the performance phase and the other two phases appeared to be unidirectional. Additionally, it was revealed that GLS in the forethought and self-reflection phases as well as ‘total grammar strategy use’ significantly predicted grammar proficiency. The findings will serve classroom pedagogy via contributing to the body of knowledge about strategy instruction in general and GLS in particular.

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners set goals and expected an outcome in the ‘forethought’ phase. Then, they employed strategies to pay attention to the form or meaning of the grammatical feature. Learners also attempted self-instruction by using facilitators in the ‘performance’ phase. Furthermore, their self-evaluation played an essential role in the ‘self-reflection’ phase. The results also indicated an interplay between the forethought and self-reflection phases, whereas the interaction between the performance phase and the other two phases appeared to be unidirectional. Additionally, it was revealed that GLS in the forethought and self-reflection phases as well as ‘total grammar strategy use’ significantly predicted grammar proficiency. The findings will serve classroom pedagogy via contributing to the body of knowledge about strategy instruction in general and GLS in particular.

Purpose Less attention has been paid to users’ interactions and behavior in studying multilingual search. Although digital library researchers have yet to assess user interaction and behavior in multilingual search, they have concurred that there is a need for user studies that document the extent to which information retrieval systems meet multilingual users’ needs and expectations. The paper aims to discuss these issues. Design/methodology/approach This study is composed of five individual cases. The case study participants were Saudi students enrolled either at a large state university or Historically Black College and University located in the same community. Research questions are, what do Saudi Digital Library (SDL) users experience when searching within the SDL in Arabic and English? And what strategies do they use if they fail to find resources? Data collected for this study were via a qualitative method called video-stimulated recall. Findings In the Arabic search tasks, participants realized that finding resources is not easy. Participants expressed their concerns about the lack of relevance and accuracy of results returned by the search system, indicating weak trust and confidence in the search system. Whereas in the English search task, participants felt more satisfied and confident in their ability to trust the results returned from the search system. Participants expressed their satisfaction in the search experience as it provided them with accurate and varying resources. The participants faced difficulties finding Arabic resources than English resources in the SDL. Originality/value This study is considered one of the earliest works in studying the information-seeking behavior of multilingual digital libraries in the Arabic language. The value of this study arises as being the first study to investigate and report the information-seeking behavior of SDL users.

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07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.07–23Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. 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Photograph by Gonzalo Echeverria (2010)“Let us not doubt in philosophy what we do not doubt in our hearts.” (C. S. Peirce) Introduction Doubting has always had a somewhat bad name. A “doubting Thomas” is a pejorative term for one who doubts what he or she has not witnessed first-hand, a saying which derives originally from Thomas the Apostle’s doubting of the resurrected Christ. That doubt is the opposite of faith or conviction seems to cast doubt in a bad light. There is also the saying “He has the strength of his convictions” which seems to imply we ought correspondingly to say, “He has the weakness of his doubts”. One might recall that Socrates was likened to an electric eel because his peculiar form of questioning had the power to stun his interlocutors by crushing their pet convictions and cherished beliefs under the weight of the wise man’s reasonable doubts. Despite this bad press, however, doubting is a rational activity motivated by a vitally important concern for the truth, for getting things right. And our capacity to nurture reasonable doubts and to take them seriously is now more important than ever. Consider these examples: 1) In the modern world we are relying more and more on the veracity of the Internet’s enormous and growing mass of data often without much thought about its epistemic credentials or provenance. But who or what underwrites its status as information, its presumption of truth? 2) The global financial crisis depended upon the fact that economists and bank analysts placed unbounded confidence in being able to give mathematically precise models for risk, chance and decision-making under conditions of unavoidable ignorance and uncertainty. Why weren’t these models doubted before the crisis? 3) The CIA helped build the case for war in Iraq by not taking properly into account the scant and often contradictory evidence that Saddam Hussain’s regime had weapons of mass destruction. The neat alignment of US neo-conservative policy and CIA “intelligence” ought to have raised serious doubts that might have derailed the justification for war and its inevitable casualties and costs. (See Burns in this issue — Eds.) 4) On the other hand, it is quite likely that corporations that stand to lose large sums of money are fuelling unreasonable doubts about climate change—to what extent we are responsible for it, what the chances are of mitigating its effects, etc.—through misinformation and misdirection. In this paper I want to go a step beyond these specific instances of the value of appropriate doubt. Learning how to doubt, when to doubt and what to doubt is at the heart of a powerful pragmatist approach to philosophy—understood as reflective thinking at its best. After considering two ways of thinking about doubt, I shall outline the pragmatist approach and then briefly consider its bearing on the problems of dogmatism and bullshit in contemporary society. Two Notions of Doubt It is important to distinguish doubts about beliefs from doubts about certainty. That is, in everyday parlance the term “doubt” seems to have two connotations depending on which of these notions it is contrasted with. First of all, doubt can be contrasted with belief. To doubt a belief is to be in “twosome twiminds” as James Joyce aptly put it: a state of neither believing nor disbelieving but hovering between the two, without committing oneself, undecided. To doubt in this sense is to sit on the fence, to vacillate over a truth commitment, to remain detached. In this context doubt is not disbelief but, rather, un-belief. Secondly, doubt can be contrasted with certainty, the absence of doubt. To doubt something that we thought was certain is not to doubt whether it is true or reasonable to believe. If someone asks what the colour of my car is and I say it’s painted blue they might then say, “How do you know that someone has not painted it red in your absence?” This is, of course, possible but it is not at all likely. Even if it causes me to be very slightly doubtful—and, as we shall see, pragmatism offers reasons to block this step—it would not lead me to actually doubt what the colour of my car is. To be less than fully certain is consistent with continuing to believe and doing so for good (even overwhelming) reasons. Of course, some forms of belief such as religious faith may require certainty, in which case to doubt them at all is tantamount to undermining the required attitude. There is also a notion of absolute certainty, meaning the impossibility of doubt. Descartes inaugurates modern philosophy by employing a method of extreme and radical doubting in order to discover absolutely certain (i.e. indubitable) truths. His Meditations involves solipsistic doubts about whether there is an external world, including one’s own body and other people, since perhaps its all a myriad of one’s own subjective experiences. Clearly such philosophical doubt concerns matters that are not ordinarily doubted or even seen as open to doubt. As we shall see, pragmatism sides with common sense here. A Pragmatist Perspective on Doubt With this preliminary distinction in place we can now list four pragmatist insights about doubt that help to reveal its fruitfulness and importance for critical reflection in any field, including philosophy itself: 1) Genuine doubts require reasons. Genuine doubts, doubts we are required to take seriously, arise from particular problematic situations for definite reasons. One does not doubt at will just as one does not believe at will. I cannot believe that I am the Wimbledon tennis champion just by willing to believe it. So, too, I cannot doubt what I believe just by willing to doubt it. I cannot doubt that it is a sunny day if everything speaks in favour of its being so: I’m outside, seeing the sun and clear blue skies etc. Some philosophers think that the mere conceivability or possibility of error is enough to generate a live doubt but pragmatists contest this. For example, is knowledge of what I see before me now undermined because I am not able to rule out the possibility that my brain is being artificially stimulated to induce experiences, as seen in The Matrix? Such brain-in-a-vat doubts are not genuine for the pragmatist because they do not constitute a legitimate reason to doubt. Why? For one thing we have no actual machine that can create an artificial temporally extended “world image” through brain stimulation. These are merely conceivable or “paper” doubts, unliveable paradoxes that we think about in the study but do not take seriously in everyday life. Of course, if we did have such a machine—and it is not clear that this is even technically possible today—this situation would no doubt change. 2) There are no absolute certainties (guaranteed indubitable truths). As we have seen, ordinarily the term “certainty” stands for the actual absence of doubt. That is what we might call subjective certainty since where I am free of doubt another might be doubtful. Subjective certainty is the common state of most people most of the time about many things such as what their name is, where they live, who their family and friends are, what they like to eat etc. There is also Descartes’s notion of what cannot be doubted under any circumstances, which we might call absolute certainty. Traditional philosophy believed it could discover absolute certainties by means of reason alone, these truths being called a priori. At the heart of pragmatism are doubts about all propositions that were previously regarded as absolute certainties. That is, there are no a priori truths in the traditional sense according to the pragmatist. Nothing is guaranteed to be true come what may, even the truths of logic or mathematics which we currently cannot imagine being false. It was at one time thought to be a necessary truth that two straight lines both perpendicular to another straight line never meet… that was, until the nineteenth century discovery of Riemannian geometry. What was supposedly a necessary a priori truth turned out to be false in this context. That anything can be doubted does not mean that everything can be doubted all at once. The attempt to doubt all one’s worldly beliefs presumably includes doubting that one knows the meaning of the words one uses in raising this very doubt (since one doubts the meaning of the term “doubt” itself)—or doubting whether one knows the contents of one’s thoughts—in which case one would undermine the sense of one’s doubts in the very attempt to doubt. But that makes no sense. The moral is that if doubt is to make sense then it might be wide-reaching but it cannot be fully universal. The human desire for absolute certainty is probably inescapable so the lessons of fallibilism need to be hard won again and again. Anything can be doubted—in so far as it makes sense to do so. This is the pragmatist doctrine of fallibilism. It is the position one gets by making room for doubt in one’s system of beliefs without lapsing into complete skepticism. 3) Inquiry is the fallibilistic removal of doubt. Doubt is an unsettled state of mind and “the sole object of inquiry is the settlement of opinion” (Peirce, "Fixation" 375). We are, by nature, epistemically conservative and retain our body of beliefs, or as many of them as possible, in the face of positive reasons for doubt. A doubt stimulates us to an inquiry, which ends by dissolving the doubt and, perhaps, a slight readjustment of our network of beliefs. Since this inquiry is a fallible one nothing is guaranteed to be held fast: there are no eternal truths or indispensable methods. Ancient Pyrrhonian skeptics developed techniques for doubting whether we have any reason to believe one thing rather than another. A famous argument-form they explored is called Agrippa’s Trilemma. If we ask why we should believe any given belief then we must give another belief to serve as a reason. But then the same question arises for it in turn and so on. If we are to avoid the looming infinite regress of reasons for reasons we seem to only have two unpalatable options: either to argue viciously in a circle; or to simply stop at some arbitrary point. The argument thus seems to show that nothing we believe is justified. Pragmatism blocks this trilemma at its origin by arguing that our beliefs conform to a default-and-challenge structure. Current beliefs have the status of default entitlements unless or until specific challenges to them (real doubts) are legitimately raised. On this conception we can be entitled to the beliefs we actually have without requiring reasons for them simply because we have them and lack any good reason for doubt. In an image owed to Otto Neurath, we rebuild our wooden ship of beliefs whilst at sea, replacing planks as need be but, since we must stay afloat, never all planks at once (Quine). Inquiry demands the removal of all actual doubt, not all possible doubt. A belief is, as Charles Peirce conceives it, a habit of action. To doubt a belief, then, is to undermine one’s capacity to act in the relevant respect. The ancient philosopher, Pyrrho, was reputed to need handlers to stop him putting his hands into fire or walking off cliffs because, as a radical skeptic, he lacked the relevant beliefs about fire and falling to make him aware of any danger. The pragmatist, oriented towards action and human practices, does not rest content with his doubts but overcomes them in favour of settled beliefs by way of “a continual process of re-experimenting and re-creating” (Dewey 220) 4) Inquiry requires a democratic ethics. The pragmatist conception of inquiry rehabilitates Plato’s analogy between self and society: the norms of how one is to conduct one’s inquiries are the norms of democratic society. Inquiry is a cooperative human interaction with an environment not, as in the Cartesian tradition, a private activity of solitary a priori reflection. It depends on a social conception of (fallible) reason—understood as intelligent action— which conforms to the democratic ethical principles of the fair and equal right of all to be heard, an invitation and openness to criticism, the toleration of dissenting voices, and instituting methods to help cooperatively resolve disagreements, etc. We inquire in medias res (in the middle of things)—that is, from the midst of our current beliefs and convictions within a community of inquirers. There is no need for a Cartesian propaedeutic doubt to weed out any trace of falsity at the start of inquiry. From the pragmatist point of view we must learn to live with the ineliminable possibility of error and doubt, and of inevitable shortcomings in both our answers and methods. Problems can be overcome as they arise through a self-correcting experimental method of inquiry in which nothing is sacred. A key feature of this conception of inquiry is that it places reasonable doubt at its centre: 1) a sustained doubting of old “certainties” of traditional authorities (e.g. religious, political) or of traditional a priori reason (philosophy); 2) a constant need to distinguish genuine or live doubts from philosophical or paper doubts; 3) and the idea that genuine doubts are both the stimulant to a new inquiry and, when dissolved, signal its end. Dogmatism The importance of the pragmatist conceptions of inquiry and doubt can be appreciated by seeing that various pathologies of believing—pathologies of how to form and maintain beliefs that—are natural to us. Of particular note are dogmatism and fanaticism, which are forms of fixed believing unhinged from rational criticism and sustained without regard to such matters as evidential support, reasonableness and plausibility within the wider community of informed inquirers. Since they divide the world into us and them, fellow-believers and the rest, they inevitably lead to disagreements and hostility. Dogmatists and fanatics loom large in the contemporary world as evidenced by the widespread and malevolent influence of religious, ideological and political dogmas, confrontational forms of nationalism, and fanatical “true believers” in all shapes and forms from die-hard conspiracy theorists to adherents of fad diets and the followers of self-appointed gurus and cult-leaders. The great problem with such forms of believing is that they leave no room for reasonable doubts, which history tells us inevitably arise in matters of human social life and our place in the world. And as history also tells us we go to war and put each other to death over matters of belief and disbelief; of conviction and its lack. Think of Socrates, Jesus, the victims of the Spanish Inquisition, Ghandi, Martin Luther King, and Oscar Romero to name only a small few who have been killed for their beliefs. A great virtue of pragmatism is its anti-authoritarian stance, which is achieved by building doubt into its very methodology and by embracing a democratic ethos that makes each person equally answerable to reasonable doubt. From this perspective dogmatists and fanatical believers are ostracised as retaining an outmoded authoritarian conception of believing that has been superseded in the most successful branches of human inquiry—such as the natural sciences. Bullshit To bullshit is to talk without knowing what one is talking about. Harry Frankfurt has observed, “one of the most salient features of our culture is that there is so much bullshit” (117); and he goes on to argue that bullshitters are “a greater enemy of truth than liars are” (132). Liars care about the truth since they are trying to deceive others into believing what is not true. Bullshitters may say what is true but more often exaggerate, embellish and window-dress. Their purposes lies elsewhere than getting things right so they do not really care whether what they say is true or false or a mixture of the two. Politicians, advertising agents, salesmen and drug company representatives are notorious for bullshitting. Bill Clinton’s “I did not have sex with that woman” is a famous example of political bullshit. He said it for purely political reasons and when he was found to have lied (the evidence being the infamous unwashed dress of Monica Lewinsky) he changed the lie into a truth by redefining the word “sex”—another example of bullshit. The bullshitter can speak the truth but what matters is always the spin. The bullshitter need not (contra Frankfurt) hide his own lack of concern for the truth. He plays at truth-telling but he can do this more or less openly. The so-called bullshit artist may even try to make a virtue out of revealing his bullshit as the bullshit it is, thereby making his audience complicit. But the great danger of bullshit is not so much to others, as to oneself. Inveterate bullshitters are inevitably tempted to believe their own bullshit leading to a situation in which they do not know their own minds. Only one who knows his own mind is aware of what he is committed to, and what he takes responsibility for in the wider community of inquirers who rely on each other for information and reasonable criticism. Doubting provides a defence against bullshitters since it blocks their means: the doubter reaffirms a concern for the truth including the truth about oneself, which the bullshitter is wilfully avoiding. To doubt is to withhold a commitment to the truth through a demand not to commit too hastily or for the wrong reasons. A concern for the truth, for getting things right, is thus central to the practice of reasonable doubting. And reasonably doubting, in turn, depends on knowing one’s own mind, what truths one is committed to, and what epistemic responsibilities one thus incurs to justify and defend truths and to criticise falsehood. Democracy and fallibilist inquiry were borne of doubts about the benevolence, wisdom and authority of tyrants, dictators, priests and kings. Their continued vitality depends on maintaining a healthy skepticism about the beliefs of others and about whether we know our own minds. Only so can we sustain our vital concern for the truth in the face of the pervasive challenges of dogmatists and bullshitters. References Descartes, R. “Meditations on First Philosophy.” In The Philosophical Writings of Descartes: Vols. I-III. J. Cottingham et. al., eds. Cambridge: Cambridge University Press, 1985/1641. Dewey, J. The Middle Works, 1899-1924 Vol 12. Ed. Jo Ann Boydston. Carbondale: Southern Illinois University Press, 1982. Dewey, J. The Middle Works, 1899-1924 Vol 14. Ed. Jo Ann Boydston. Carbondale: Southern Illinois University Press, 1983. Frankfurt, H. “On Bullshit.” The Importance of What We Care About. Cambridge University Press: Cambridge, 1988. Joyce, J. Finnegan’s Wake. Penguin: London, 1999/1939. Peirce, C.S. “Some Consequences of Four Incapacities.” 1868. In The Essential Peirce.———. “The Fixation of Belief.” 1877. In The Essential Peirce. ———. “How to Make Our Ideas Clear.” 1878. In The Essential Peirce. ———. The Essential Peirce: Vol. 1. Bloomington: Indiana University Press, 1992. ———. The Essential Peirce: Vol. 2. Bloomington: Indiana University Press, 1999. Quine, W.V. Theories and Things. Cambridge, Mass: Harvard University Press, 1981. Sextus Empiricus. Outlines of Scepticism. Trans. J. Barnes & J. Annas. Cambridge: Cambridge University Press, 1994. Wittgenstein, L. On Certainty. Oxford: Blackwell, 1969.

IntroductionBushfires have taken numerous lives and destroyed communities throughout Australia over many years. Catastrophic fire weather alerts have occurred during the Australian summer of 2012–13, and long-term forecasts predict increased bushfire events throughout several areas of Australia. This article highlights how organisational and individual responses to bushfire in Australia often entail creative responses—either improvised responses at the time of bushfire emergencies or innovative (organisational, strategic, or technological) changes which help protect the community from, or mitigate against, future bushfire catastrophes. These improvised or innovative responses include emergency communications systems, practices, and devices. This article reports on findings from a research project funded by the Australian Research Council titled Using Community Engagement and Enhanced Visual Information to Promote FireWatch Satellite Communications as a Support for Collaborative Decision-making. FireWatch is a Web-based public information product based on near real time satellite data produced by the West Australian (WA) Government entity, Landgate. The project researches ways in which remote and regional publics can be engaged and mobilised through the development of a more user-friendly FireWatch site to make fire information accessible and usable, allowing a community-focused response to risk.The significance of the research project is evident both in how it addresses the important and life-threatening challenge of bushfires; and also in how Australia’s increasingly hot, dry, long summers are adding to historically-established risks. This innovative project uses an iterative, participatory design process incorporating action-research practices. This will ensure that the new Firewatch interface is redesigned, tested, observed, and reflected upon multiple times—and will incorporate the collective creativity of users, designers, and researchers.The qualitative findings reported on in this article are based on 19 interviews with community members in the town of Kununurra in the remote Kimberley region of WA. The findings are positioned within a reconceptualised framework in which creativity is viewed as an essential component of successful emergency responses. This includes, we argue, two critical aspects of creativity: improvisation during a catastrophic event; and ongoing innovation to improve future responses to catastrophes—including communication practices and technologies. This shifts the discourse within the literature in relation to the effective management and community responses to the changing phenomenon of fire catastrophes. Findings from the first round of interviews, and results of enquiries into previous bushfires in Australia, are used to highlight how these elements of creativity often entail a collective creativity on the part of emergency responders or the community in general. An additional focus is on the importance of the critical use of communication during a bushfire event.ImprovisationThe notion of "improvisation" is often associated with artistic performance. Nonetheless, improvisation is also integral to making effectual responses during natural catastrophes. “Extreme events present unforeseen conditions and problems, requiring a need for adaptation, creativity, and improvisation while demanding efficient and rapid delivery of services under extreme conditions” (Harrald 257).Catastrophes present us with unexpected scenarios and require rapid, on the spot problem solving and “even if you plan for a bushfire it is not going to go to plan. When the wind changes direction there has to be a new plan” (Jeff. Personal Interview. 2012). Jazz musicians or improvisational actors “work to build their knowledge across a range of fields, and this knowledge provides the elements for each improvisational outcome” (Kendra and Wachendorf 2). Similarly, emergency responders’ knowledge and preparation can be drawn “upon in the ambiguous and dynamic conditions of a disaster where not every need has been anticipated or accounted for” (Kendra and Wachtendorf 2). Individuals and community organisations not associated with emergency services also improvise in a creative and intuitive manner in the way they respond to catastrophes (Webb and Chevreau). For example, during the 9/11 terrorism catastrophe in the USA an assorted group of boat owners rapidly self-organised to evacuate Lower Manhattan. On their return trips, they carried emergency personnel and supplies to the area (Kendra and Wachendorf 5). An interviewee in our study also recalls bush fire incidents where creative problem solving and intuitive decision-making are called for. “It’s like in a fire, you have to be thinking fast. You need to be semi self-sufficient until help arrives. But without doing anything stupid and creating a worse situation” (Kelly. Personal Interview. 2012). Kelly then describes the rapid community response she witnessed during a recent fire on the outskirts of Kununurra, WA.Everyone had to be accounted for, moving cars, getting the tractors out, protecting the bores because you need the water. It happens really fast and it is a matter of rustling everyone up with the machinery. (2012)In this sense, the strength of communities in responding to catastrophes or disasters “results largely from the abilities of [both] individuals and organisations to adapt and improvise under conditions of uncertainty” (Webb and Chevreau 67). These improvised responses frequently involve a collective creativity—where groups of neighbours or emergency workers act in response to the unforseen, often in a unified and self-organising manner. InnovationCatastrophes also stimulate change and innovation for the future. Disasters create a new environment that must be explored, assessed, and comprehended. Disasters change the physical and social landscape, and thereby require a period of exploration, learning, and the development of new approaches. (Kendra and Wachtendorf 6)These new approaches can include organisational change, new response strategies, and technologies and communication improvements. Celebrated inventor Benjamin Franklin, for instance, facilitated the formation of the first Volunteer Fire department in the 1850s as a response to previous urban fire catastrophes in the USA (Mumford 258). This organisational innovation continues to play an instrumental part in modern fire fighting practices. Indeed, people living in rural and remote areas of Australia are heavily reliant on volunteer groups, due to the sparse population and vast distances that need to be covered.As with most inventions and innovations, new endeavours aimed at improving responses to catastrophes do not occur in a vacuum. They “are not just accidents, nor the inscrutable products of sporadic genius, but have abundant and clear causes in prior scientific and technological development” (Gifillian 61). Likewise, the development of our user-friendly and publically available FireWatch site relies on the accumulation of preceding inventions and innovations. This includes the many years spent developing the existing FireWatch site, a site dense in information of significant value to scientists, foresters, land managers, and fire experts.CommunicationsOften overlooked in discussions regarding emergency communications is the microgeographical exchanges that occur in response to the threat of natural disasters. This is where neighbours fill the critical period before emergency service responders can appear on site. In this situation, it is often local knowledge that underpins improvised grassroots communication networks that inform and organise the neighbourhood. During a recent bushfire on peri-rural blocks on the outskirts of Kununurra, neighbours went into action before emergency services volunteers could respond.We phoned around and someone would phone and call in. Instead of 000 being rung ten times, make sure that one person rang it in. 40 channel [CB Radio] was handy – two-way communication, four wheelers – knocking on doors making sure everyone is out of the house, just in case. (Jane. Personal Interview. 2012) Similarly, individuals and community groups have been able to inform and assist each other on a larger scale via social network technologies (SNTs). This creative application of SNTs began after the 9/11 terror attacks in 2001 when individuals created wikis in order to find missing persons (Palen and Lui). Twitter has experienced considerable growth and was used freely during the 2009 Black Saturday fires in Australia. Studies of tweeting activity during these fires indicate that “tweets made during Black Saturday are laden with actionable factual information which contrasts with earlier claims that tweets are of no value made of mere random personal notes” (Sinnappan et al. n.p.).Traditionally, official alerts and warnings have been provided to the public via television and radio. However, several inquiries into the recent bushfires within Australia show concern “with the way in which fire agencies deliver information to community members during a bushfire...[and in order to] improve community safety from bushfire, systems need to be implemented that enable community members to communicate information to fire agencies, making use of local knowledge” (Elsworth et al. 8).Technological and social developments over the last decade mean the public no longer relies on a single source of official information (Sorensen and Sorensen). Therefore, SNTs such as Twitter and Facebook are being used by the media and emergency authorities to make information available to the public. These SNTs are dynamic, in that there can be a two-way flow of information between the public and emergency organisations. Nonetheless, there has been limited use of SNTs by emergency agencies to source information posted by in situ residents, in order to help in decision-making (Freeman). Organisational use of multiple communication channels and platforms to inform citizens about bushfire emergencies ensures a greater degree of coverage—in case of communication systems breakdowns or difficulties—as in the telephone alert system breakdown in Kelmscott-Roleystone, WA or a recent fire in Warrnambool, Victoria which took out the regional telephone exchange making telephone calls, mobiles, landlines, and the Internet non-operational (Johnson). The new FireWatch site will provide an additional information option for rural and remote Australians who, often rely on visual sightings and on word-of-mouth to be informed about fires in their region. “The neighbour came over and said - there is a fire, we’d better get our act together because it is going to hit us. No sooner than I turned around, I thought shit, here it comes” (Richard. Personal Interview. 2012). The FireWatch ProjectThe FireWatch project involves the redevelopment of an existing FireWatch website to extend the usability of the product from experts to ordinary users in order to facilitate community-based decision-making and action both before and during bushfire emergencies. To this purpose, the project has been broken down to two distinct, yet interdependent, strands. The community strand involves collaboration within a community (in this case the Kununurra community) in order to carry out a community-centred approach to further development of the site. The design strand involves the development of an intuitive and accessible Web presentation of complex information in clear, unambiguous ways to inform action in stressful circumstances. At this stage, a first round of 19 semi-structured interviews with stakeholders has been conducted in Kununurra to determine fire-related information-seeking behaviours, attitudes to mediated information services in the region, as well as user feedback on a prototype website developed in the design strand of the project. Stakeholders included emergency services personnel (payed and volunteer), shire representatives, tourism operators, small business operators (including tourism operators), a forest manager, a mango farmer, an Indigenous ranger team manager as well as general community members. Interviewees reported dissatisfaction with current information systems. They gave positive feedback about the website prototype. “It’s very much, very easy to follow” (David. Personal Interview. 2012). “It looks so much better than [the old site]. You couldn’t get in that close on [the other site]. It is fantastic” (Lance. Personal Interview. 2012). They also added thought-provoking contributions to the design of the website (to be discussed later).Residents of Kununurra who were interviewed for this research project found bushfire warning communications unsatisfactory, especially during a recent fire on the outskirts of town. People who called 000 had difficulties passing the information on, having to explain exactly where Kununurra was and the location of fires to operators not familiar with the area. When asked how the Kununurra community gets their fire information a Shire representative explained: That is not very good at the moment. The only other way we can think about it is perhaps more updates on things like Facebook, perhaps on a website, but with this current fire there really wasn’t a lot of information and a lot of people didn’t know what was going on. We [the shire] knew because we were talking to the [fire] brigades and to FESA [Fire and Emergency Services Authority] but most residents didn’t have any idea and it looks pretty bad. (Ginny. Personal Interview. 2012) All being well, the new user-friendly FireWatch site will add another platform through which fire information messages are transmitted. Community members will be offered continuously streamed bushfire location information, which is independent of any emergency services communication systems. In particular, rural and remote areas of Australia will have fire information at the ready.The participatory methodology used in the design of the new FireWatch website makes use of collaborative creativity, whereby users’ vision of the website and context are incorporated. This iterative process “creates an equal evolving participatory process between user and designer towards sharing values and knowledge and creating new domains of collective creativity” (Park 2012). The rich and sometimes contradictory suggestions made by interviewees in this project often reflected individual visions of the tasks and information required, and individual preferences regarding the delivery of this information. “I have been thinking about how could this really work for me? I can give you feedback on what has happened in the past but how could it work for me in the future?” (Keith. Personal Interview. 2012). Keith and other community members interviewed in Kununurra indicated a variety of extra functions on the site not expected by the product designers. Some of these unexpected functions were common to most interviewees such as the great importance placed on the inclusion of a satellite view option on the site map (example shown in Figure 1). Jeremy, a member of an Indigenous ranger unit in the Kununurra area, was very keen to incorporate the satellite view options on the site. He explained that some of the older rangers:can’t use GPSs and don’t know time zones or what zones to put in, so they’ll use a satellite-style view. We’ll have Google Earth up on one [screen], and also our [own] imagery up on another [screen] and go that way. Be scrolling in and see – we’ve got a huge fire scar for 2011 around here; another guy will be on another computer zoning in and say, I think it is here. It’s quite simplistic but it works. (Personal Interview. 2012) In the case above, where rangers are already switching between computer screens to incorporate a satellite view into their planning, the importance of a satellite view layer on the FireWatch website makes user context an essential part of the design process. Incorporating many layers on one screen, as recommended by participants also ensures a more elegant solution to an existing problem.Figure 1: Satellite view in the Kununurra area showing features such as gorges, rivers, escarpments and dry riverbedsThis research project will involve further consultation with participants (both online and offline) regarding bushfire safety communications in their region, as well as the further design of the site. The website will be available over multiple devices (for example desktops, smart phones, and hand held tablet devices) and will be launched late this year. Further work will also be carried out to determine if social media is appropriate for this community of users in order to build awareness and share information regarding the site.Conclusion Community members improvise and self-organise when communicating fire information and organising help for each other. This can happen at a microgeographical (neighbourhood) level or on a wider level via social networking sites. Organisations also develop innovative communication systems or devices as a response to the threat of bushfires. Communication innovations, such as the use of Twitter and Facebook by fire emergency services, have been appropriated and fine-tuned by these organisations. Other innovations such as the user-friendly Firewatch site rely on previous technological developments in satellite-delivered imagery—as well as community input regarding the design and use of the site.Our early research into community members’ fire-related information-seeking behaviours and attitudes to mediated information services in the region of Kununurra has found unexpectedly creative responses, which range from collective creativity on the part of emergency responders or the community in general during events to creative use of existing information and communication networks. We intend to utilise this creativity in re-purposing FireWatch alongside the creative work of the designers in the project.Although it is commonplace to think of graphic design and new technology as incorporating creativity, it is rarely acknowledged how frequently these innovations harness everyday perspectives from non-professionals. In the case of the FireWatch developments, the creativity of designers and technologists has been informed by the creative responses of members of the public who are best placed to understand the challenges posed by restricted information flows on the ground in times of crisis. In these situations, people respond not only with new ideas for the future but with innovative responses in the present as they communicate with each other to deal with the challenge of a fast-moving and unpredictable situation. Such improvisation, honed through close awareness of the contours and parameters of both community and communication, are one of the ways through which people help keep themselves and each other safe in the face of dramatic developments.ReferencesElsworth, G., and K. Stevens, J. Gilbert, H. Goodman, A Rhodes. "Evaluating the Community Safety Approach to Bushfires in Australia: Towards an Assessment of What Works and How." 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