PowerPoint for a paper presented to The International Emergency Management Society (TIEMS) Annual Conference in Manila, Philippines on 13-16 November, 2018
A new approach to disaster education (conference paper)Neil Dufty
Paper presented to The International Emergency Management Society (TIEMS) Annual Conference in Manila, Philippines on 13-16 November, 2018.
Abstract:
Disaster education helps people learn what to do before, during and after a disaster or emergency. Mitigation structures and planning will never protect all people in all disasters; emergency agencies may not be able to help all people. Therefore, disaster education is a critical basis for resistance and recovery in many disasters.
Although it is commonly used around the world by emergency organisations particularly to encourage preparedness, there is surprisingly little academic research into understanding the most appropriate content and methods for effective disaster education. Furthermore, there is scant practical guidance into how to tailor disaster education to local hazard risk scenarios and communities.
Drawing on andragogical program design from other fields (e.g. health, road safety) and evaluations of disaster education, a new approach for the development of effective tailored disaster education programs has been explored and tested. The approach uses a framework consisting of three levels to prepare bespoke disaster education programs.
Using this deductive approach, the most appropriate content and methods are identified which can then be moulded into a sequence of learning activities that comprises the tailored disaster education program for an at-risk community which can be located anywhere in the world
This document discusses the importance of comprehensive school safety and disaster risk reduction in education. It notes that disasters are occurring more frequently and with increased severity, threatening educational gains. A comprehensive approach to school safety addresses safe learning facilities, school disaster management, and risk reduction education. The goals are to protect students and staff, ensure educational continuity during disasters, safeguard investments in education, and strengthen climate resilience. Education policymakers can contribute by setting policies to integrate disaster risk reduction, allocating resources, and linking education and disaster management plans.
Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.
This document discusses the importance of public fire safety education and planning effective education programs. It outlines key aspects of developing programs including using local fire statistics to identify target audiences, designing messages tailored to those audiences, implementing programs, and evaluating their effectiveness in changing behaviors. The document also highlights the role of the media, schools, and public hearings in disseminating fire safety messages to various groups.
Strategies for environment protection (Sociology)Farhan Ali Khan
Strategies for environment protection include educating oneself and others about protecting nature from destruction through awareness programs, discussions, and audiovisual materials. Student exhibitions and environment education in schools and colleges aim to help understand environment problems. Motivating different groups like slum dwellers, city elite, and the public against harmful policies involves organizing citizen groups, women, and people's participation through protest marches and utilizing media and voluntary organizations for campaigns.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
Part Two of the Emergency Information Officer training session at CEMA in March 2015. Focus on social convergence and its impact on crisis/incident communications.
A new approach to disaster education (conference paper)Neil Dufty
Paper presented to The International Emergency Management Society (TIEMS) Annual Conference in Manila, Philippines on 13-16 November, 2018.
Abstract:
Disaster education helps people learn what to do before, during and after a disaster or emergency. Mitigation structures and planning will never protect all people in all disasters; emergency agencies may not be able to help all people. Therefore, disaster education is a critical basis for resistance and recovery in many disasters.
Although it is commonly used around the world by emergency organisations particularly to encourage preparedness, there is surprisingly little academic research into understanding the most appropriate content and methods for effective disaster education. Furthermore, there is scant practical guidance into how to tailor disaster education to local hazard risk scenarios and communities.
Drawing on andragogical program design from other fields (e.g. health, road safety) and evaluations of disaster education, a new approach for the development of effective tailored disaster education programs has been explored and tested. The approach uses a framework consisting of three levels to prepare bespoke disaster education programs.
Using this deductive approach, the most appropriate content and methods are identified which can then be moulded into a sequence of learning activities that comprises the tailored disaster education program for an at-risk community which can be located anywhere in the world
This document discusses the importance of comprehensive school safety and disaster risk reduction in education. It notes that disasters are occurring more frequently and with increased severity, threatening educational gains. A comprehensive approach to school safety addresses safe learning facilities, school disaster management, and risk reduction education. The goals are to protect students and staff, ensure educational continuity during disasters, safeguard investments in education, and strengthen climate resilience. Education policymakers can contribute by setting policies to integrate disaster risk reduction, allocating resources, and linking education and disaster management plans.
Community Awareness is generally defined as knowledge created through interaction between community people and its environment, a setting bounded in space and time. It involves states of knowledge as well as dynamic process of perception and action. It is the knowledge that must be maintained and kept updated to complete some tasks in the environment. Community Awareness generation is considered as core element of successful disaster risk reduction.
This document discusses the importance of public fire safety education and planning effective education programs. It outlines key aspects of developing programs including using local fire statistics to identify target audiences, designing messages tailored to those audiences, implementing programs, and evaluating their effectiveness in changing behaviors. The document also highlights the role of the media, schools, and public hearings in disseminating fire safety messages to various groups.
Strategies for environment protection (Sociology)Farhan Ali Khan
Strategies for environment protection include educating oneself and others about protecting nature from destruction through awareness programs, discussions, and audiovisual materials. Student exhibitions and environment education in schools and colleges aim to help understand environment problems. Motivating different groups like slum dwellers, city elite, and the public against harmful policies involves organizing citizen groups, women, and people's participation through protest marches and utilizing media and voluntary organizations for campaigns.
It is a dangerous thing. How we can manage disaster. In India there is so much Disaster. It helps us to Disaster Management. It is Important to take care.
Part Two of the Emergency Information Officer training session at CEMA in March 2015. Focus on social convergence and its impact on crisis/incident communications.
Topic 4 school drrm and contingency planning newRichard Alagos
The document outlines a framework for school disaster management and contingency planning in the Philippines. It discusses establishing a School Disaster Risk Reduction and Management Group (SDRRMG) to coordinate the school's disaster response. The SDRRMG is responsible for creating a School Disaster Management Plan (SDMP) that involves conducting a hazard, vulnerability and capacity assessment of the school. The SDMP also includes developing an early warning system and contingency plans, such as an evacuation plan, to prepare the school community to respond to different disaster scenarios.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
This document presents a crisis management plan for a school. It discusses several types of crises that could occur, including natural disasters, accidents, violence, death of a student or staff, and a lost child. It outlines activities for prevention, preparation, and containment for each crisis. The prevention activities focus on awareness, safety drills, and emergency procedures. Preparation includes detailed planning, communications, and medical response. Containment activities cover assessing damage, informing authorities and stakeholders, and following up on the situation. The plan assigns roles and responsibilities to teachers and staff to effectively manage each type of crisis.
How social networks and mobile devices are changing how organizations respond to crises. It's a brand new world, social and mobile rule! Executives need to adapt.
Using Social Media to Build Community Disaster ResilienceNeil Dufty
A presentation to the ICAR Workshop (University of South Florida) on 'Tech Fix: How can technology help us investigate, communicate and solve climate problems and foster resilience?'. Presentation looked at social media use and how to build community disaster resilience. It showed that social media is not only a means of disaster communication but also to assist community empowerment, psychological support, building social capital (critical for disaster resilience) and for disaster-related social transformation.
The Climate Crisis, Sustainable Development and the Role of Leadership, 'Foll...ESD UNU-IAS
Keynote Lecture #1 - 2021 ProSPER.Net Leadership Programme
"The Climate Crisis, Sustainable Development and the Role of Leadership, 'Followership' and Collective Action", presented by Prof. Peter Higgins (RCE Scotland/University of Edinburgh) at the 2021 ProSPER.Net Leadership Programme, 14 September, 2021.
This document introduces a curriculum from FEMA called "Be a Hero" that teaches high school students about emergency preparedness. The curriculum uses project-based learning across three lessons to help students understand disasters, prepare for emergencies, and educate others. Lesson one focuses on researching different disasters, lesson two on creating emergency plans and kits, and lesson three on developing a preparedness campaign. The goal is for students to gain knowledge and skills to protect themselves and empower communities.
Wjec 3, 6a, shifting goals of journalism educationWJEC3
The document summarizes discussions from a meeting on shifting goals of journalism education. Key points include:
1. Journalism programs should teach social media skills and how to use platforms like Twitter, Facebook, and Vine for journalistic purposes.
2. Students need entrepreneurship training to learn business skills and how to create their own projects or jobs. Some universities integrate this starting in the first year.
3. Journalism courses must be frequently updated to teach new, cutting-edge skills. Teachers should work with industry. Critical thinking should be used to rethink and innovate courses. Best practices should be shared.
Using multimedia tools to engage learners in Disaster Risk Reduction (DRR) an...edu4drr
A presentation to show how various multimedia techniques can be used to enable learning about Disaster risk Reduction and Prevention in fun and engaging ways that democratise the learning process and enable stimulated and ready to learn students. Includes use of video clips (none longer than 40 seconds), Vine videos, videos create by students as evaluation or revision and comic strips created to help very young learners to learn about a range of hazards and appropriate responses.
Safeguarding against radicalisation in primary schoolThe LearnScape
1. The document provides guidance for teachers and parents on safeguarding against radicalization in primary schools. It defines radicalization as the process by which people come to support terrorism and violent extremism.
2. It recommends listening to students without judgment, having open discussions to correct misinformation, and promoting diversity and inclusion. Teachers should encourage critical thinking about media and perspectives.
3. The document stresses the importance of media literacy training to help students identify false information and understand different points of view. Several hands-on projects are described to analyze news coverage and distinguish real from fake stories.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Comprehensive School Safety and Security in the context of TCI takes the learning from existing approaches to include broadly concerns related to school facilities and environment, various security and protection related issues faced by children and the risks arising out of hazards (natural and man-made).
How can the SDGs be taught at schools? Should lessons on Sustainability and the SDGs be compulsory? What can we learn from Italy? Read more in our blog
Preventing violent extremism through education Sustainable Development Goals ...Global Citizen Network
UNESCO publishes new guidance tool for policy-makers on the prevention of violent extremism through education
UNESCO just released its new guidance tool Preventing violent extremism through education: A guide for policy-makers. The new publication will help policy-makers within ministries of education prioritize, plan and implement effective actions for the prevention of violent extremism through education, and contribute to national prevention efforts.
- The document describes the experience of an anti-bullying coordinator in a Belgian middle school between 2010-2014 who implemented an integrated approach to addressing school bullying.
- The integrated approach included prevention efforts like annual anti-bullying presentations, campaigns to build self-esteem and inclusion, and poster competitions. It also included clear intervention protocols using approaches like the "No Blame Approach" and "Proactive Circles" to address reported bullying incidents.
- This structured and systematic approach, involving all stakeholders, aimed to educate students on identifying and addressing bullying, promote positive behavior, and have plans in place to swiftly and appropriately respond to incidents, in contrast to an unplanned, reactive approach.
This document provides details of a school safety training program in Chitral, Pakistan. Heavy rains and floods in 2015 damaged schools and killed people in the region, showing the need for emergency preparedness. The program aims to train students and teachers from middle and high schools on disaster management and safety. It involves selecting master trainers from local communities to deliver standardized training to schools, including orientation, risk assessments, safety planning, mock drills, and making schools hubs for disaster risk reduction activities. So far 15 trainings have reached over 2,500 students across the region.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Topic 4 school drrm and contingency planning newRichard Alagos
The document outlines a framework for school disaster management and contingency planning in the Philippines. It discusses establishing a School Disaster Risk Reduction and Management Group (SDRRMG) to coordinate the school's disaster response. The SDRRMG is responsible for creating a School Disaster Management Plan (SDMP) that involves conducting a hazard, vulnerability and capacity assessment of the school. The SDMP also includes developing an early warning system and contingency plans, such as an evacuation plan, to prepare the school community to respond to different disaster scenarios.
Sushma
Jawahar Navodaya Vidyalaya, Mankapur, Gonda(U.P,) Pin-271302
Abstract: The COVID-19 disease which first appeared in Wuhan, in the Hubei province of China, in December
2019 was declared a global pandemic by the World Health Organization in March 2020.Within a very short span
of time it lead to an unexperienced worldwide public health crisis. In order to prevent the worldwide spread of the
novel coronavirus disease universities, schools, and many other educational institutions have been either partially
or completely closed in many countries, by national governments. Problem of disengagement, shortage of
attendance and deterioration in academic achievement was experienced by many children and youth during the
pandemic. With the closure of schools and the postponement of face-to-face lessons in many countries due to the
COVID-19 pandemic, the education activities at all levels primary, secondary, high school and higher education
level as well were soon affected. In order to compensate the interrupted educational activities, due to the onset of
the COVID-19 pandemic, it became important for educational institutions to develop and implement effective
strategies in order to remodel the changes that occurred due to pandemic. Shifting towards fully-online learning
was a speedy yet necessary reflex to the coronavirus crisis. Therefore in order to provide effective learningteaching environment increased importance was given to the use of information technologies in education from the
beginning. Countries took quick steps towards digital transformation in education, and focus was given to the use
of distance learning, teaching, and assessment approaches, which was not very common prior to the pandemic.
The present situation is considered as the biggest education crisis in human history.
Keywords: Novel coronavirus, Pandemic, online learning, digital transformation, information technologies.
This document presents a crisis management plan for a school. It discusses several types of crises that could occur, including natural disasters, accidents, violence, death of a student or staff, and a lost child. It outlines activities for prevention, preparation, and containment for each crisis. The prevention activities focus on awareness, safety drills, and emergency procedures. Preparation includes detailed planning, communications, and medical response. Containment activities cover assessing damage, informing authorities and stakeholders, and following up on the situation. The plan assigns roles and responsibilities to teachers and staff to effectively manage each type of crisis.
How social networks and mobile devices are changing how organizations respond to crises. It's a brand new world, social and mobile rule! Executives need to adapt.
Using Social Media to Build Community Disaster ResilienceNeil Dufty
A presentation to the ICAR Workshop (University of South Florida) on 'Tech Fix: How can technology help us investigate, communicate and solve climate problems and foster resilience?'. Presentation looked at social media use and how to build community disaster resilience. It showed that social media is not only a means of disaster communication but also to assist community empowerment, psychological support, building social capital (critical for disaster resilience) and for disaster-related social transformation.
The Climate Crisis, Sustainable Development and the Role of Leadership, 'Foll...ESD UNU-IAS
Keynote Lecture #1 - 2021 ProSPER.Net Leadership Programme
"The Climate Crisis, Sustainable Development and the Role of Leadership, 'Followership' and Collective Action", presented by Prof. Peter Higgins (RCE Scotland/University of Edinburgh) at the 2021 ProSPER.Net Leadership Programme, 14 September, 2021.
This document introduces a curriculum from FEMA called "Be a Hero" that teaches high school students about emergency preparedness. The curriculum uses project-based learning across three lessons to help students understand disasters, prepare for emergencies, and educate others. Lesson one focuses on researching different disasters, lesson two on creating emergency plans and kits, and lesson three on developing a preparedness campaign. The goal is for students to gain knowledge and skills to protect themselves and empower communities.
Wjec 3, 6a, shifting goals of journalism educationWJEC3
The document summarizes discussions from a meeting on shifting goals of journalism education. Key points include:
1. Journalism programs should teach social media skills and how to use platforms like Twitter, Facebook, and Vine for journalistic purposes.
2. Students need entrepreneurship training to learn business skills and how to create their own projects or jobs. Some universities integrate this starting in the first year.
3. Journalism courses must be frequently updated to teach new, cutting-edge skills. Teachers should work with industry. Critical thinking should be used to rethink and innovate courses. Best practices should be shared.
Using multimedia tools to engage learners in Disaster Risk Reduction (DRR) an...edu4drr
A presentation to show how various multimedia techniques can be used to enable learning about Disaster risk Reduction and Prevention in fun and engaging ways that democratise the learning process and enable stimulated and ready to learn students. Includes use of video clips (none longer than 40 seconds), Vine videos, videos create by students as evaluation or revision and comic strips created to help very young learners to learn about a range of hazards and appropriate responses.
Safeguarding against radicalisation in primary schoolThe LearnScape
1. The document provides guidance for teachers and parents on safeguarding against radicalization in primary schools. It defines radicalization as the process by which people come to support terrorism and violent extremism.
2. It recommends listening to students without judgment, having open discussions to correct misinformation, and promoting diversity and inclusion. Teachers should encourage critical thinking about media and perspectives.
3. The document stresses the importance of media literacy training to help students identify false information and understand different points of view. Several hands-on projects are described to analyze news coverage and distinguish real from fake stories.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Comprehensive School Safety and Security in the context of TCI takes the learning from existing approaches to include broadly concerns related to school facilities and environment, various security and protection related issues faced by children and the risks arising out of hazards (natural and man-made).
How can the SDGs be taught at schools? Should lessons on Sustainability and the SDGs be compulsory? What can we learn from Italy? Read more in our blog
Preventing violent extremism through education Sustainable Development Goals ...Global Citizen Network
UNESCO publishes new guidance tool for policy-makers on the prevention of violent extremism through education
UNESCO just released its new guidance tool Preventing violent extremism through education: A guide for policy-makers. The new publication will help policy-makers within ministries of education prioritize, plan and implement effective actions for the prevention of violent extremism through education, and contribute to national prevention efforts.
- The document describes the experience of an anti-bullying coordinator in a Belgian middle school between 2010-2014 who implemented an integrated approach to addressing school bullying.
- The integrated approach included prevention efforts like annual anti-bullying presentations, campaigns to build self-esteem and inclusion, and poster competitions. It also included clear intervention protocols using approaches like the "No Blame Approach" and "Proactive Circles" to address reported bullying incidents.
- This structured and systematic approach, involving all stakeholders, aimed to educate students on identifying and addressing bullying, promote positive behavior, and have plans in place to swiftly and appropriately respond to incidents, in contrast to an unplanned, reactive approach.
This document provides details of a school safety training program in Chitral, Pakistan. Heavy rains and floods in 2015 damaged schools and killed people in the region, showing the need for emergency preparedness. The program aims to train students and teachers from middle and high schools on disaster management and safety. It involves selecting master trainers from local communities to deliver standardized training to schools, including orientation, risk assessments, safety planning, mock drills, and making schools hubs for disaster risk reduction activities. So far 15 trainings have reached over 2,500 students across the region.
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9. Education part of disaster learning
Molino Stewart 9
Engagement
Communicati
ons
Education
10. Challenge for disaster education
These and other hazards may never impact you in a lifetime
Molino Stewart 10
11. Types of disaster education
Formal education e.g. university courses, school curricula
Non-formal education e.g. emergency management
certification, MOOCs
Informal education e.g. using social media, community
meetings, volunteer training
Incidental or random education e.g. reading/watching news
about disasters, receiving an early warning message
Molino Stewart 11
16. The framework considers…
Education methods
Content including key messages
Community
Local hazard risks
Risk reduction measures
Emergency management
And most importantly…
Molino Stewart 16
17. The learners
Residents (landowners and renters)
School and other formal institutions
Businesses
Emergency agencies
Vulnerable sectors (e.g. older people, youth, new migrants,
disabled)
Tourists
Other groups e.g. faith-based, those living in high-risk areas
Molino Stewart 17