Purpose
This paper investigates whether building a nuclear power plant in a community would inherently bring local conflict phenomena such as “not in my back yard (NIMBY)”, focusing especially on the interactive effect between different types of local publics and their exposure to either a supportive or opposing message about a hypothetical local governmental plan to build a nuclear power plant on community participation intentions.
Design/methodology/approach
Applying the two theoretical frameworks (situational theory of publics and social exchange theory) to NIMBY, this study used a quantitative approach by using 471 participants in a 4 (publics: active, aware, aroused or inactive) × 2 (advocacy message type: supportive or opposing message) experimental design.
Findings
The results showed that regardless of message types, active publics were more likely to participate in community activities than any other public, but this group strongly opposed the harmful facility, while inactive publics continued to be inactive. However, aware and aroused publics were significantly influenced by messages.
Originality/value
The rationale and findings of this research are original, as they have not been published previously, and are not being simultaneously submitted elsewhere. This research should contribute to the broad body of knowledge and practices in community-based conflict issues in terms of risk management. It is believed that the discussion and implications of the findings should raise interesting areas for further research.
This essay discloses the journey of two women as they become faculty-in-residence (FIR) at different institutions. Though far apart physically, the authors utilize a method of collaborative autoethnography to reflect on how their experiences marked boundaries, allowed for self-care, and supported residential education and community. Storied moments highlight issues of emotional labor, especially for female FIRs; out-of-class interactions with students; intricate balancing of being a faculty and a resident; and the challenges and advantages of “homing” on campus.
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