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Classical PR works on the basis that the public wants to buy the product. But the classic tools – media relations, leaflets, public meetings and exhibitions, and even advertising – all fail instantly when the product offered is unpopular or resisted. The approach for the communications of contentious projects is different and makes use of the “power pyramid”, which is how decisions are made within the democratic system. Stakeholders are the key to the successful communications management of difficult projects. To be successful, contentious projects must utilise a special stakeholder – the third‐party advocate. A mechanism for segmenting these stakeholders and mobilising them – often through a mutually beneficial project – must be in place. This maximises the chances of contentious projects succeeding.

The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in “southern” countries with effects on multicultural equity.

Structured online review processes in multicultural and systems science curricula allow for high density of literature‐based reflection and analysis.

The entirety of the set of over 50 questions developed by the proposed web‐based dialogic procedure represents a starting point for an in‐depth assessment of the effects of deploying “northern” technology in “southern” countries.

The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil.

The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in‐depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability.

Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level.

This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies – which is the intention of the present text.

The purpose of this paper is to make recommendations for policy makers, promotors and project managers on how to structure and deliver new nuclear build programmes, by drawing on the megaprojects literature and salutary lessons from previous megaprojects.

This paper is underpinned by the extant literature and an analysis of public domain data from three proposed new nuclear power plants in the UK. It identifies the main challenges facing new nuclear build projects and subsequently proposes lessons that can be learnt from megaprojects, in order to plan, structure and deliver new nuclear build programmes successfully.

The paper argues that megaprojects are simultaneously trait-making, rather than trait-taking, possess a temporality and timescale in excess of typical infrastructure projects, suffer from high levels of uncertainty and ambiguity, are organisationally complex, costly and are highly likely to destroy rather than create value. Second, it argues that the challenges facing new nuclear build are not merely technological but also institutional, political and societal in nature. The nature of these challenges is exemplified using three proposed new nuclear build projects in the UK.

This is the first paper to draw on both extant megaproject theory and on an analysis of the public domain data from three proposed new nuclear power plants in the UK. It makes contributions to megaprojects theory and practice, and specifically to nuclear new build projects. Importantly, it proffers recommendations for how new nuclear build programmes around the world might be structured, planned and delivered to minimise the risks of failure.

The purpose of this paper is to investigate the social forces that shape perceptions of risk and sustain community‐based protest against controversial construction projects.

This paper uses a thematic story‐telling approach which draws on ethnographic method and theories relating to social contagion, group dynamics and collective action.

The paper shows how collective action against projects is maintained by a high degree of interconnectivity and relational multiplexity between participating individuals and groups. Other determinants of movement continuity include the protective role of hidden social networks, overlapping protest group memberships, the plurality of protest issues faced and the quality and nature of social ties, experiences and emotions that link activists in collective action over the protest movement's lifetime.

This research extends existing research in protest mobalisation in the social and political domain into the area of protest continuity against controversial projects.

Mismanaged community concerns about controversial projects can escalate into long‐term and sometimes acrimonious protest stand‐offs that have negative implications for the community, firms involved and for industries as a whole. The findings of this paper can help project managers avoid this.

This paper will be of value to project managers involved in managing community perceptions of risk on controversial projects within or outside the construction industry. It explains for the first time how perceptions of risk about major projects are shaped in communities and provides recommendations about how best to communicate with communities to prevent conflict.

This chapter reports a six-year integrated information literacy instruction program in Taiwan that brought together concepts from informed learning, especially the six frames, with inquiry-based learning frameworks in schools. A total of eleven inquiry projects have been implemented from grades 1 through 6. Six projects selected for each grade are explained in detail. The themes of the projects are designed based on the essence of six frames, each project involving one to three frames depending on the integrated subjects. Through the descriptions, we present how the information literacy instruction is integrated into various subject matters via the framework of inquiry-based learning, such as the Super3 and Big6 models. Students’ performances in subject content and information literacy of the six projects are delineated quantitatively and qualitatively.

According to the Federal Highway Administration (FHWA), and based on its professional judgment, it typically takes from 9 to 19 years to plan, gain approval for, and construct a new, major federally funded highway project that has significant environmental impacts. However, these projects constitute only 3 percent of all federally funded projects, according to FHWA. Officials in federal and state agencies and other knowledgeable organizations indicate that delivering larger, more complex or controversial projects may take longer to complete than is typical for most highway projects. In addition to needing more time because of their size and complexity, they often take longer to complete because they must comply with more federal and state requirements and because of the public interest that they may generate. Federal and state agencies have undertaken several initiatives to improve completion times for highway construction projects. Most of these initiatives address opportunities for reducing the time required to obtain environmental approvals.