Disaster education is becoming increasingly popular as a means of ensuring public safety, knowing that governments and infrastructure cannot protect all individuals and their communities in all emergencies. With the commitment by governments over the past decade to building disaster resilience, there is also a growing desire for community education to support this relatively new goal. This paper examines what is required to refine existing disaster education plans and programs to effectively help build community disaster resilience.
Paper - Recent research in disaster education and its implications for emerge...Neil Dufty
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Towards a learning for disaster resilience approachNeil Dufty
- The document discusses exploring content and process for a Learning for Disaster Resilience (LfDR) approach to improve current disaster education.
- It suggests LfDR content should cover both external hazards and internal factors like community vulnerability/resilience, urban planning, and social capital.
- In terms of process, it reviews current disaster learning delivery approaches and identifies gaps, suggesting disaster education could benefit from drawing more on education theory and evaluation.
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
Peer-reviewed paper on 'Learning for Disaster Resilience' presented to the Australian and New Zealand Disaster and Emergency Management Conference held in Brisbane, Australia in April 2012.
The paper argues that three fields - disaster risk reduction, emergency management and community development - need to work together if community disaster resilience is to be achieved. Furthermore, it outlines research that shows that social capital formation is a critical factor in building resilience based on analysis of past disasters.
The paper then promotes the importance of education, communications and engagement (ECE) to help communities learn to build resilience using the three fields. It particularly stresses the benefits of social media in these learning processes.
The paper concludes by identifying knowledge gaps that need to be addressed in the further development and use of the 'Learning for Disaster Resilience' approach.
Using social media to build community disaster resilience articleNeil Dufty
A paper published in the February 2012 edition of the Australian Journal of Emergency Management. The paper investigates the ways in which social media can build disaster resilience in communities.
The paper initially establishes a disaster resilience-building framework based on current research and the Australian National Strategy for Disaster Resilience. The framework developed is based on three intersecting fields: Emergency Management, Disaster Risk Reduction and Community Development. The paper then analyses and identifies the uses of social media as education, communications and engagement (ECE) tools within the resilience-building strategic framework. It concludes by discussing the implications of this analysis for emergency managers.
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
The document discusses building disaster management capacity in developing countries through information and communication technologies. It outlines how increasing internet penetration and use of mobile devices and social media can help take humanitarians and organizations online, disseminate information, and enable two-way communication. Various software tools, communities, and methods are presented for building individual, institutional, and systemic capacity at national and local levels. Aligning these capacity building efforts with targets in the Hyogo Framework for Action is also discussed.
A presentation I gave as part of a Disaster Leadership course at Tulane University in New Orleans. This presention is about the importance of good information management and how technology, especially social media can play a role.
Paper - Recent research in disaster education and its implications for emerge...Neil Dufty
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Towards a learning for disaster resilience approachNeil Dufty
- The document discusses exploring content and process for a Learning for Disaster Resilience (LfDR) approach to improve current disaster education.
- It suggests LfDR content should cover both external hazards and internal factors like community vulnerability/resilience, urban planning, and social capital.
- In terms of process, it reviews current disaster learning delivery approaches and identifies gaps, suggesting disaster education could benefit from drawing more on education theory and evaluation.
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
Peer-reviewed paper on 'Learning for Disaster Resilience' presented to the Australian and New Zealand Disaster and Emergency Management Conference held in Brisbane, Australia in April 2012.
The paper argues that three fields - disaster risk reduction, emergency management and community development - need to work together if community disaster resilience is to be achieved. Furthermore, it outlines research that shows that social capital formation is a critical factor in building resilience based on analysis of past disasters.
The paper then promotes the importance of education, communications and engagement (ECE) to help communities learn to build resilience using the three fields. It particularly stresses the benefits of social media in these learning processes.
The paper concludes by identifying knowledge gaps that need to be addressed in the further development and use of the 'Learning for Disaster Resilience' approach.
Using social media to build community disaster resilience articleNeil Dufty
A paper published in the February 2012 edition of the Australian Journal of Emergency Management. The paper investigates the ways in which social media can build disaster resilience in communities.
The paper initially establishes a disaster resilience-building framework based on current research and the Australian National Strategy for Disaster Resilience. The framework developed is based on three intersecting fields: Emergency Management, Disaster Risk Reduction and Community Development. The paper then analyses and identifies the uses of social media as education, communications and engagement (ECE) tools within the resilience-building strategic framework. It concludes by discussing the implications of this analysis for emergency managers.
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
Some societies are more disaster prone than others due to their geographic location and the benefits provided by it. Man has co-existed in this sort of high risk/high return relationship with mother nature throughout history. Poorer societies tend to pay a higher price both in lives taken and damage – left with many secondary and equally devastating disasters that are sure to come. We know that for every $1 USD put into preventative measures, we save ~$7 that would have gone into post-disaster recovery and rebuilding efforts. There are many international agencies working to support a variety of needs in these grief stricken areas to help them build capacity and to help these societies better prepare for and respond to the disasters they will face. These efforts are guided by the Millennium Project Goals outlined in 2000. A lot has changed since then with respect to technology, mobile devices and humanitarianism. The objective of this paper is exploit how current efforts are creating capacity on the individual, organizational and 'enabling environment' levels. This paper explores the notion that a more concerted effort can be made at building Information and Communication Disaster Management Capacity in developing countries who are most susceptible due to proximity and to a lack of funds. A 'proof of concept' is provided
Disaster Management Systems: Building Capacity for Developing Countries and ...Connie White
The document discusses building disaster management capacity in developing countries through information and communication technologies. It outlines how increasing internet penetration and use of mobile devices and social media can help take humanitarians and organizations online, disseminate information, and enable two-way communication. Various software tools, communities, and methods are presented for building individual, institutional, and systemic capacity at national and local levels. Aligning these capacity building efforts with targets in the Hyogo Framework for Action is also discussed.
A presentation I gave as part of a Disaster Leadership course at Tulane University in New Orleans. This presention is about the importance of good information management and how technology, especially social media can play a role.
The document discusses Bangladesh's early warning system for cyclones and analyzes whether the country has normalized the crisis of recurring natural disasters through improved preparedness. It reviews Bangladesh's progress in developing its early warning capabilities over the past 50 years which has significantly reduced cyclone deaths, but questions whether more can still be done to help vulnerable coastal communities given thousands still remain at risk. Interviews with disaster management officials explore how well Bangladesh's system incorporates risk knowledge, monitoring, warning dissemination, and response capabilities based on the UNISDR early warning framework.
The media plays an important role in disaster management by covering natural and human-made disasters and raising awareness. To effectively fulfill this role, disaster management organizations should establish direct relationships with media. Experience shows that regular interactions with media before a disaster improves information sharing and coordination during the response. The media can contribute by prioritizing disaster risk issues, facilitating early warning systems, increasing international donations, and improving coordination between policymakers and donors. Engaging youth volunteers in all phases of disaster management from preparedness to recovery can strengthen community resilience.
Ajayi et al. 2011 - taking community-based system to malaysian communities ...Binyamin Ajayi
This document discusses a proposed community-based disaster management system in Malaysia that would involve linking government agency databases, such as the Department of Irrigation and Drainage, with local mosques. This would allow for real-time information sharing between communities and agencies to improve disaster preparedness, response, and recovery efforts. Specifically, the proposed system would use an open-source disaster management software called Sahana to enable prompt information collaboration and decision making between communities and agencies. It is believed this type of community-centered approach could reduce loss of life and property by empowering communities through training and information access during disasters.
Indigenous knowledge for disaster risk reduction: Good practices and lessons ...Noralene Uy
This publication presents a collection of indigenous practices for disaster risk reduction developed over time in communities in the Asia-Pacific region.
. As part of the Kerala State Disaster Management Policy, it is envisaged to deal with disasters in a multi-hazard perspective with interagency cross-sectoral cooperation. It aim to identify the hazards, vulnerability and the possible risks in a proactive manner and prepare the communities, administration, the government and all other stakeholders against the consequences of disasters and equip them with emergency resources as well as mechanism for implementing these plans. The present project study would help in focusing on the hazard risk scenario of the coastal belt of the Kerala State and would make recommendations / suggestions for reducing these risks. It will also emphasize on role of local communities in identification and prevention / control of disaster incidences as well as impacts in these areas.
The National Society plays an important role in coordinating informal disaster risk reduction education initiatives. Key responsibilities include designating a focal point for these activities and ensuring collaboration between relevant departments. National Societies should also engage in national policy discussions to advocate for the inclusion of DRR education. Both children/youth-focused and adult-targeted informal educational activities are important, and National Societies are well-positioned to cooperate with other organizations to implement these.
This document discusses the intersection between education for sustainable development (ESD), consumer-citizenship, and home economics education. It defines key concepts like sustainable development, education for sustainable development, consumer-citizenship, and examines their relationship to home economics education. The document argues that home economics education is morally obligated to incorporate education for sustainable development and concepts of justice-oriented consumer citizenship. It aims to guide educators in facilitating student understanding of sustainable living and development through an examination of everyday life and consumption choices.
Local and indigenous knowledge for community resilience: Hydro-meteorological...Noralene Uy
A project officially launched in 2011 focusing on local and indigenous knowledge related to hydro- meteorological hazards and climate change in Indonesia, the Philippines and Timor-Leste has documented local and indigenous knowledge and practices that help communities to predict, mitigate and adapt to hazards; developed tools for integrating local and indigenous knowledge with science; and published information, education and communication materials that integrate local and indigenous knowledge and science on hydro-meteorological hazard risk reduction and climate change impacts.
Indigenous Knowledge, Disaster Risk Reduction Policy NoteNoralene Uy
This Policy Note aims to provide a directional path in mainstreaming Indigenous Knowledge in Disaster Risk Reduction for national authorities and ministries of disaster management, ministries of education, institutions of higher education in disaster management, and international and national NGOs in Asian countries.
As part of the implementation of the Priority 4 of the Sendai Framework for Disaster Risk Reduction, the World Bank/GFDRR has launched a global study on the “State of Civil Protection in the World: Typologies, Good Practices and Economic Returns”. The objective is to deepen the overall knowledge on civil protection, understand good practices, challenges and lessons-learnt, and to build consensus within the Disaster Risk Management (DRM) community on this important area for disaster risk management and resilience.
This report forms part of this overall global study, with the objective of providing:
• A description and analysis of civil protection in the Australia
• Identification of lessons-learnt and good international practices
Disaster is also sometimes described as a “catastrophic situation in which the normal pattern of life or eco-system has been disrupted and extraordinary emergency interventions are required to save and preserve lives and or the environment”.
Indegenious knowledge in disaster risk reductionIndependent
Members provided examples of indigenous knowledge used for disaster risk management in India and Indonesia. In India, some communities use traditional methods for weather forecasting and disaster warnings. In Indonesia and India, unusual animal behaviors or environmental changes are sometimes used as warning signs for disasters like tsunamis and earthquakes. Respondents also described traditional agricultural practices, housing construction techniques, and other social and economic coping strategies used by indigenous communities. They emphasized the importance of understanding, respecting, and building upon existing indigenous knowledge and social systems for effective community-based disaster management.
Community based disaster risk reduction (CBDRR) aims to 1) reduce vulnerabilities and increase capacities of vulnerable groups to cope with disasters, 2) minimize human suffering, and 3) hasten recovery. CBDRR covers interventions designed by at-risk local communities based on their needs and capacities. Through CBDRR, communities can become more disaster resilient by withstanding and recovering from natural and socio-economic shocks. Key indicators of resilience include safety, livelihood security, and sustainable development.
This document discusses various topics related to hazards, risks, disasters, and emergency communication and management. It covers the following key points in 3 sentences:
It discusses the importance of education and building a common culture/language in emergency management. It also outlines different perceptions and myths around disasters that are propagated by mass media. Finally, it concludes that the job of emergency managers will continue to become more complex as hazards change and losses from disasters are projected to increase, requiring continued improvements in emergency planning, education, and international cooperation.
Disaster risk assessment pattern in higher education centersGJESM Publication
Disasters are one of the most important challenges which must be considered by every management system. Higher education centers have high disaster risk because of their risk factors (existence of historical and scientific documents and resources and expensive laboratory equipment in these centers emphasizes the importance of
disaster management). Moreover, the existence of young volunteers of human resources in universities urges the
necessity of making these people familiar with disaster management rules and responses in emergency conditions. Creating appropriate tools for disaster management assessment makes it correct and precise in higher education systems using the presented conceptual model. The present model was planned so as to cover three phases which exist before, during, and after disaster. Studies were performed in one of the largest higher education centers in Tehran: Science and Research Branch of Islamic Azad University Campus. Results showed high-risk disasters in these centers
which must be taken into consideration continuously. The objective of this study was to create appropriate patterns of
disaster risk management in these centers.
Action Aid Nepal recognizes that effective emergency and disaster preparedness that considers vulnerable groups can reduce impacts. Nepal faces many natural disasters that kill over 1,100 people annually. Several government and non-government organizations work on disaster mitigation but more focus is needed on preparedness and rehabilitation. Key gaps include disaster management not being prioritized nationally and a lack of participation from vulnerable groups in assessments. Action Aid Nepal will work to build capacity, form alliances, influence policy, and respond to emergencies to help vulnerable communities prepare for and recover from disasters.
This document discusses challenges for least developed countries regarding information and communication technologies. It summarizes the author's dissertation thesis which examines ICT use in four developing countries - Guatemala, Lao PDR, Malawi and Yemen - on the macro and micro levels. On the macro level, the author argues that developed Western countries are failing to address the growing digital divide and are benefiting from developing countries' lack of access to and skills around ICTs, reinforcing patterns of colonialism. On the micro level, the study investigates users' demographics, habits and the opportunities and barriers around ICT use in these countries. The author proposes strategies for implementing ICTs in a sustainable way to counter colonial tendencies and foster development
Public awareness and public education for disater risk reductionDr Lendy Spires
This document provides guidance for National Red Cross and Red Crescent Societies on planning and developing public awareness and education efforts for disaster risk reduction. It summarizes existing approaches used by National Societies, including campaigns, participatory learning activities, informal education, and school-based interventions. The guide aims to help National Societies choose the most appropriate approaches and tools to create effective and efficient public awareness and education programs that support global frameworks for disaster risk reduction.
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
The document discusses Bangladesh's early warning system for cyclones and analyzes whether the country has normalized the crisis of recurring natural disasters through improved preparedness. It reviews Bangladesh's progress in developing its early warning capabilities over the past 50 years which has significantly reduced cyclone deaths, but questions whether more can still be done to help vulnerable coastal communities given thousands still remain at risk. Interviews with disaster management officials explore how well Bangladesh's system incorporates risk knowledge, monitoring, warning dissemination, and response capabilities based on the UNISDR early warning framework.
The media plays an important role in disaster management by covering natural and human-made disasters and raising awareness. To effectively fulfill this role, disaster management organizations should establish direct relationships with media. Experience shows that regular interactions with media before a disaster improves information sharing and coordination during the response. The media can contribute by prioritizing disaster risk issues, facilitating early warning systems, increasing international donations, and improving coordination between policymakers and donors. Engaging youth volunteers in all phases of disaster management from preparedness to recovery can strengthen community resilience.
Ajayi et al. 2011 - taking community-based system to malaysian communities ...Binyamin Ajayi
This document discusses a proposed community-based disaster management system in Malaysia that would involve linking government agency databases, such as the Department of Irrigation and Drainage, with local mosques. This would allow for real-time information sharing between communities and agencies to improve disaster preparedness, response, and recovery efforts. Specifically, the proposed system would use an open-source disaster management software called Sahana to enable prompt information collaboration and decision making between communities and agencies. It is believed this type of community-centered approach could reduce loss of life and property by empowering communities through training and information access during disasters.
Indigenous knowledge for disaster risk reduction: Good practices and lessons ...Noralene Uy
This publication presents a collection of indigenous practices for disaster risk reduction developed over time in communities in the Asia-Pacific region.
. As part of the Kerala State Disaster Management Policy, it is envisaged to deal with disasters in a multi-hazard perspective with interagency cross-sectoral cooperation. It aim to identify the hazards, vulnerability and the possible risks in a proactive manner and prepare the communities, administration, the government and all other stakeholders against the consequences of disasters and equip them with emergency resources as well as mechanism for implementing these plans. The present project study would help in focusing on the hazard risk scenario of the coastal belt of the Kerala State and would make recommendations / suggestions for reducing these risks. It will also emphasize on role of local communities in identification and prevention / control of disaster incidences as well as impacts in these areas.
The National Society plays an important role in coordinating informal disaster risk reduction education initiatives. Key responsibilities include designating a focal point for these activities and ensuring collaboration between relevant departments. National Societies should also engage in national policy discussions to advocate for the inclusion of DRR education. Both children/youth-focused and adult-targeted informal educational activities are important, and National Societies are well-positioned to cooperate with other organizations to implement these.
This document discusses the intersection between education for sustainable development (ESD), consumer-citizenship, and home economics education. It defines key concepts like sustainable development, education for sustainable development, consumer-citizenship, and examines their relationship to home economics education. The document argues that home economics education is morally obligated to incorporate education for sustainable development and concepts of justice-oriented consumer citizenship. It aims to guide educators in facilitating student understanding of sustainable living and development through an examination of everyday life and consumption choices.
Local and indigenous knowledge for community resilience: Hydro-meteorological...Noralene Uy
A project officially launched in 2011 focusing on local and indigenous knowledge related to hydro- meteorological hazards and climate change in Indonesia, the Philippines and Timor-Leste has documented local and indigenous knowledge and practices that help communities to predict, mitigate and adapt to hazards; developed tools for integrating local and indigenous knowledge with science; and published information, education and communication materials that integrate local and indigenous knowledge and science on hydro-meteorological hazard risk reduction and climate change impacts.
Indigenous Knowledge, Disaster Risk Reduction Policy NoteNoralene Uy
This Policy Note aims to provide a directional path in mainstreaming Indigenous Knowledge in Disaster Risk Reduction for national authorities and ministries of disaster management, ministries of education, institutions of higher education in disaster management, and international and national NGOs in Asian countries.
As part of the implementation of the Priority 4 of the Sendai Framework for Disaster Risk Reduction, the World Bank/GFDRR has launched a global study on the “State of Civil Protection in the World: Typologies, Good Practices and Economic Returns”. The objective is to deepen the overall knowledge on civil protection, understand good practices, challenges and lessons-learnt, and to build consensus within the Disaster Risk Management (DRM) community on this important area for disaster risk management and resilience.
This report forms part of this overall global study, with the objective of providing:
• A description and analysis of civil protection in the Australia
• Identification of lessons-learnt and good international practices
Disaster is also sometimes described as a “catastrophic situation in which the normal pattern of life or eco-system has been disrupted and extraordinary emergency interventions are required to save and preserve lives and or the environment”.
Indegenious knowledge in disaster risk reductionIndependent
Members provided examples of indigenous knowledge used for disaster risk management in India and Indonesia. In India, some communities use traditional methods for weather forecasting and disaster warnings. In Indonesia and India, unusual animal behaviors or environmental changes are sometimes used as warning signs for disasters like tsunamis and earthquakes. Respondents also described traditional agricultural practices, housing construction techniques, and other social and economic coping strategies used by indigenous communities. They emphasized the importance of understanding, respecting, and building upon existing indigenous knowledge and social systems for effective community-based disaster management.
Community based disaster risk reduction (CBDRR) aims to 1) reduce vulnerabilities and increase capacities of vulnerable groups to cope with disasters, 2) minimize human suffering, and 3) hasten recovery. CBDRR covers interventions designed by at-risk local communities based on their needs and capacities. Through CBDRR, communities can become more disaster resilient by withstanding and recovering from natural and socio-economic shocks. Key indicators of resilience include safety, livelihood security, and sustainable development.
This document discusses various topics related to hazards, risks, disasters, and emergency communication and management. It covers the following key points in 3 sentences:
It discusses the importance of education and building a common culture/language in emergency management. It also outlines different perceptions and myths around disasters that are propagated by mass media. Finally, it concludes that the job of emergency managers will continue to become more complex as hazards change and losses from disasters are projected to increase, requiring continued improvements in emergency planning, education, and international cooperation.
Disaster risk assessment pattern in higher education centersGJESM Publication
Disasters are one of the most important challenges which must be considered by every management system. Higher education centers have high disaster risk because of their risk factors (existence of historical and scientific documents and resources and expensive laboratory equipment in these centers emphasizes the importance of
disaster management). Moreover, the existence of young volunteers of human resources in universities urges the
necessity of making these people familiar with disaster management rules and responses in emergency conditions. Creating appropriate tools for disaster management assessment makes it correct and precise in higher education systems using the presented conceptual model. The present model was planned so as to cover three phases which exist before, during, and after disaster. Studies were performed in one of the largest higher education centers in Tehran: Science and Research Branch of Islamic Azad University Campus. Results showed high-risk disasters in these centers
which must be taken into consideration continuously. The objective of this study was to create appropriate patterns of
disaster risk management in these centers.
Action Aid Nepal recognizes that effective emergency and disaster preparedness that considers vulnerable groups can reduce impacts. Nepal faces many natural disasters that kill over 1,100 people annually. Several government and non-government organizations work on disaster mitigation but more focus is needed on preparedness and rehabilitation. Key gaps include disaster management not being prioritized nationally and a lack of participation from vulnerable groups in assessments. Action Aid Nepal will work to build capacity, form alliances, influence policy, and respond to emergencies to help vulnerable communities prepare for and recover from disasters.
This document discusses challenges for least developed countries regarding information and communication technologies. It summarizes the author's dissertation thesis which examines ICT use in four developing countries - Guatemala, Lao PDR, Malawi and Yemen - on the macro and micro levels. On the macro level, the author argues that developed Western countries are failing to address the growing digital divide and are benefiting from developing countries' lack of access to and skills around ICTs, reinforcing patterns of colonialism. On the micro level, the study investigates users' demographics, habits and the opportunities and barriers around ICT use in these countries. The author proposes strategies for implementing ICTs in a sustainable way to counter colonial tendencies and foster development
Public awareness and public education for disater risk reductionDr Lendy Spires
This document provides guidance for National Red Cross and Red Crescent Societies on planning and developing public awareness and education efforts for disaster risk reduction. It summarizes existing approaches used by National Societies, including campaigns, participatory learning activities, informal education, and school-based interventions. The guide aims to help National Societies choose the most appropriate approaches and tools to create effective and efficient public awareness and education programs that support global frameworks for disaster risk reduction.
This document summarizes upcoming CSS features like Box Alignment Level 3, CSS Grid Layout, CSS Shapes, CSS Feature Queries, and CSS Custom Properties. It explains what each feature does at a high level and provides example code snippets. The document also encourages developers to get involved by filing issues on browser bug trackers, requesting new features, and creating blog posts/demos to help drive adoption of these new CSS specifications.
My books- Hacking Digital Learning Strategies http://hackingdls.com & Learning to Go https://gum.co/learn2go
Resources at http://shellyterrell.com/classmanagement
What happens when the digital tools and platforms we make and use for communication and entertainment are hijacked for terrorism, violence against the vulnerable and nefarious transactions? What role do designers and developers play? Are we complicit as creators of these technologies and products? Should we police them or fight back? As Portfolio Lead for Northern Lab, Northern Trust's internal innovation startup focused on client and partner experience, Antonio will share a mix of provocative scenarios torn from today's headlines and compelling stories where activism and technology facilitated peace—and war.
As a call-to-action for designers and developers to engage in projects capable of transformational change, he'll explore the question: How might technology foster new experiences to better accelerate social activism and make the world a smarter, safer place?
The reality for companies that are trying to figure out their blogging or content strategy is that there's a lot of content to write beyond just the "buy now" page.
Paper: What is disaster resilience education?Neil Dufty
Paper Presented at the
Australian and New Zealand Disaster and Emergency Management Conference
Surfers Paradise, Gold Coast (QLD), 5-7 May 2014
Community disaster education, communication and engagement (ECE) is an integral component of emergency management in Australia and around the world. Its main goal is to promote public safety and, to a lesser extent, reduce damages. However, many governments around the world, including Australia, aim to also build community disaster resilience, with learning viewed as a critical mechanism. There is therefore a need to examine current community disaster ECE practices with a view to aligning them to the broader goal of disaster resilience. To attempt this, an exploratory research methodology was utilised to examine possible education content and processes that could be used by emergency agencies and other organisations to design plans, programs and activities that build disaster resilience in local communities.
The research found that disaster resilience ECE content should not only cover preparedness and response aspects, but also learning about speedy and effective recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience ECE should also involve learning about the community itself, including how to reduce vulnerabilities and connect communities through social capital formation.
As a result of the research, opportunities for disaster resilience ECE were identified in the main learning domains: behavioural, cognitive, affective and social. The findings demonstrated that many current disaster ECE programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium. The research also identified a framework to design disaster resilience ECE programs that can be used for any community. The framework includes guiding principles, ‘palettes’ from which to choose appropriate learning content and processes, and a series of ‘filters’ to tailor the programs to specific disaster-impacted communities.
REFORMING EDUCATION FOR SUSTAINABILITY: THE CONTRIBUTION OF SERIOUS GAMES TO ...IJITE
This article explores the potential contribution of serious games in improving environmental risk
communicationin view of reformingEducation for Sustainability(EfS) using a serious game.Following
concerns related to the apparent weakness of EfS in providing transitional skills towards resilient and
sustainable societies, we present some pedagogical approaches as the basis for learning processes when
designing and building a serious game prototype.
We explain why both targeting children and embracing uncertainty in the context of risk is strategic, and
why using a serious game as a learning vehicle is particularly relevant in the context of an information and
communication technology (ICT) reliant society.The article suggests how the use of key messages in an
adventure game format could address other natural hazards. It demonstrates the potential of certain
dimensions of ICTs in helping to adapt learning to the classroom environment and in generating both
practical skills and long-term positive impacts in society
Reforming Education for Sustainability: The Contribution of Serious Games to ...IJITE
This article explores the potential contribution of serious games in improving environmental risk communicationin view of reformingEducation for Sustainability(EfS) using a serious game.Following concerns related to the apparent weakness of EfS in providing transitional skills towards resilient and sustainable societies, we present some pedagogical approaches as the basis for learning processes when designing and building a serious game prototype. We explain why both targeting children and embracing uncertainty in the context of risk is strategic, and why using a serious game as a learning vehicle is particularly relevant in the context of an information and communication technology (ICT) reliant society.The article suggests how the use of key messages in an adventure game format could address other natural hazards. It demonstrates the potential of certain dimensions of ICTs in helping to adapt learning to the classroom environment and in generating both practical skills and long-term positive impacts in society.
REFORMING EDUCATION FOR SUSTAINABILITY: THE CONTRIBUTION OF SERIOUS GAMES TO ...IJITE
This article explores the potential contribution of serious games in improving environmental risk
communicationin view of reformingEducation for Sustainability(EfS) using a serious game.Following
concerns related to the apparent weakness of EfS in providing transitional skills towards resilient and
sustainable societies, we present some pedagogical approaches as the basis for learning processes when
designing and building a serious game prototype.
We explain why both targeting children and embracing uncertainty in the context of risk is strategic, and
why using a serious game as a learning vehicle is particularly relevant in the context of an information and
communication technology (ICT) reliant society.The article suggests how the use of key messages in an
adventure game format could address other natural hazards. It demonstrates the potential of certain
dimensions of ICTs in helping to adapt learning to the classroom environment and in generating both
practical skills and long-term positive impacts in society.
HM510Week 1 AssignmentHazard Reduction ProgramsOver the laSusanaFurman449
HM510
Week 1 Assignment
Hazard Reduction Programs
Over the last 100 years, the government has put in place a number of hazard-reduction programs as the result of various disasters. Write a 5–7-page paper analyzing the current and past governmental reduction programs (for both natural and man-made hazards) and trace the history of hazard mitigation from the 20th Century to current times. Cover Page and Reference page does not count at the 5-7 pages.
The list below contains a sample of programs:
· Flood Control Act (FCA) of 1917
· FCA of 1936
· FCA of 1938
· Federal Disaster Relief Act of 1950
· National Flood Insurance Program (NFIP)
· Disaster Relief Act of 1970
· Flood Disaster Protection Act of 1973
· Disaster Relief Act of 1974
· Earthquake Hazards Reduction Act-1977
· FEMA Established-1978
· Coastal Barriers Resource Act-1982
· Stafford Act-1988
· Hazard Mitigation Act of 2000
Your assignment should:
· Identify at least three (3) natural and three (3) man-made disaster mitigation programs, highlighting best practices
· Identify the sources for each of the programs and explain the influence of disasters on mitigation programs
· Explain how the programs were put in place
· Discuss the impact of such programs, including the program effectiveness and unresolved issues
.
4 or more references, In cite text a must !!!
In addition to fulfilling the specifics of the assignment, a successful paper must also meet the following criteria:
· Your submission should include a title page and reference page and be in 10- to 12-point font. (Arial, Courier, and Times New Roman are acceptable.)
· Viewpoint and purpose should be clearly established and sustained.
· Assignment should follow the conventions of Standard English (correct grammar, punctuation, etc.).
· Writing should be well ordered, logical, and unified, as well as original and insightful.
· Your work should display superior content, organization, style, and mechanics.
· Appropriate citation style should be followed.
You should also make sure to:
· Include a title page with full name, class name, section number, and date.
· Include introductory and concluding paragraphs and demonstrate college-level communication through the composition of original materials in Standard English.
· Use examples to support your discussion.
· List all sources on a separate reference page at the end of your paper and cite them within the body of your paper using APA format and citation style. For more information on APA guidelines, visit Academic Tools.
HM510
Week 1 DQ
Topic #1:
Mitigation, Preparedness, and Resilient Communities
What is the difference between mitigation and preparedness? How does mitigation play a role in the development of resilient communities? Why is this important to community sustainment? Provide examples of where this has occurred.
Reply to Student #1
Aston Smallwood
Mitigation, Preparedness, and Resilient Communities
In its classical meaning, mitigation refers to a sustained action ...
Post 1The whole community” approach as described in the Natanhcrowley
Post 1
The “whole community” approach as described in the National Preparedness Goal refers to the shared responsibility amongst governmental, non-governmental, public and private sector entities, communities and individuals to work together in order to ensure national security and promote resilient communities (FEMA.gov, 2015, p. 1-2). Meaning that individuals must not simply rely on the federal, state or local governments to ensure thier safety and security, but individuals must take thier own safety seriously. Furthermore, the problem does not go away with more funding. Appropriate guidance, laws, education, training, and equipment all play significant roles in national preparedness.
The concept of “whole community” is important when viewing both short- and long-term effects that natural and man-made disasters can have on a population. Hurricane Katrina is a perfect example of the lack of a "whole community approach" resulting in improper risk analysis and poor emergency planning. The substandard response and recovery efforts at the federal, state and community-level contributed to almost every issue negatively impacting this incident. Ultimately, there was no precedent for a natural disaster of that magnitude and community leaders and residents found themselves unprepared. There was no distinct chain of command to delegate resources for recovery and rescue operations. Breakdowns in coordination from the federal level to the local level were apparent. “State and local authorities understood the devastation but, due to destruction of infrastructure and response capabilities, lacked the ability to communicate with each other and coordinate a response, struggled to perform responsibilities such as the rescue of citizens stranded by the rising floodwaters, provision of law enforcement, and evacuation of the remaining population of New Orleans (Townsend, 2006, ch. 5).
The Federal Emergency Management Agency leads the charge of the whole community approach to emergency management with the goal of facilitating a culture that shifts primary responsibility from the federal government managing disaster recovery to a community-centric approach. Creating crosstalk between emergency management stakeholders, decision makers, and communities, facilitates exchange of information and best practices that can be shared between communities that have the same hazards and threats. Additionally, community leaders are able to form a shared understanding of thier respective needs and capabilities, leverage resources, strengthen infrastructure, forge more effective prevention, protection, response and recovery while increasing preparedness and resiliency across the community and the nation (FEMA.gov, 2011, p. 3).
Fostering a culture of shared responsibility places responsibility of emergency management on governments thereby sharing that responsibility amongst non-governmental, public and private sector agencies, and individual persons with the community ...
A Review Of The Social Science Research LiteratureSuzanne Simmons
This document reviews social science research on planning, warnings, evacuation, and search and rescue activities related to disaster preparedness. It finds that while planning is important, it is often lacking due to a lack of public interest. Warnings are also complex, as the public's response depends on how they interpret the message based on their experiences and social context. Effective warnings provide clear information from trusted sources. Evacuation is influenced by factors like previous experience and social relationships. Search and rescue is important but often emergent and done by volunteers in the critical early stages. Overall, the document examines the social factors that influence different aspects of disaster preparedness and response.
Implementation of Disaster Risk Reduction Education in the Philippinesijtsrd
This research article aimed to assess the implementation of Disaster Risk Reduction Education activities and its effects to the lives of the learners in the Philippines during the School Year 2019 2020. The findings revealed that the respondent's awareness and knowledge of the practices on what to do before during after disasters like fire, flood, typhoon and earthquake were very much knowledgeable. It also publicized that the level of awareness among respondents on the DRR activities such as lecture and video presentation, picture and story show, drawing and coloring, DRR jingle and Evacuation Drills were very much enhanced. It was concluded that through DRR Education in the Philippines, the learners may be able to easily build their knowledge on various natural disasters and through the use and proper application of DRR activities, their interest and desire will increase in order to take appropriate action for disaster preparedness and mitigation, thus, reducing its risks and impacts. Alvin S. Loremia | Deciery Mae L. Alcover ""Implementation of Disaster Risk Reduction Education in the Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd29978.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/enviormental-science/29978/implementation-of-disaster-risk-reduction-education-in-the-philippines/alvin-s-loremia
Importance of connected communities to flood resilienceNeil Dufty
This document discusses the importance of connected communities and social capital in building flood resilience. It provides evidence from research on recent disasters that shows communities with higher levels of social capital, such as strong social networks and high levels of trust and cooperation, recover faster after floods and other disasters. The document suggests some implications for floodplain and emergency managers in Victoria, including working with community developers to assess and strengthen social connections in flood-prone communities before disasters occur, and including content in community education programs about how to form and utilize social capital for flood preparedness and response.
Paper looks at whether education or engagement will help build community disaster resilience. It shows that both are required and should be interrelated to help communities learn to build disaster resilience. The paper also promotes social media as an emerging mechanism for disaster education and engagement activities.
Much research to date has tended to view vulnerability by discipline or sector, yet individuals and households experience multiple, interacting and sometimes compound vulnerabilities. Cross-disciplinary thinking is emerging as multi-dimensional vulnerability is likely to become
an increasingly important concept if the outlook over the next 15 to 25 years is one of
multiple, interacting and compound stressors and crises, a result of the “perfect-storm” or “long-crisis” thesis of the interaction of demographics, climate change and food and energy prices. A realigned analytical lens is thus useful to bring together the various intellectual strands involved in multi-dimensional vulnerability analysis. In light of the above, this paper reviews the literature on vulnerability and asks what a “three-dimensional human
wellbeing” approach - a complement to more traditional ways of understanding poverty -might contribute to the analysis of vulnerability.
Explain how the concept of whole community is used at the local le.docxSANSKAR20
Explain how the concept of whole community is used at the local level of government to mitigate against risk.
Instructions: Fully utilize the materials that have been provided to you in order to support your response. Your initial post should be at least 350 words. APA format, use ctations.
Lesson
Week Two – The National Preparedness System
In March of 2011, the executive branch of the federal government issued Presidential Policy Directive (PPD) 8. This directive described how the nation will prepare for those threats and hazards that constitute the greatest risk to national security. PPD 8 was followed in the fall of that same year with the publication of the National Preparedness Goal (which was updated in 2015), and then a month later with the National Preparedness System (NPS). Similar to the term “risk” that was focused upon in our first lesson, “prepare” or “preparedness” are key terms as well as it relates to the underlying principles of this entire course. In order to properly examine the National Preparedness System, these terms as used within the context of the NPS must be understood.
As previously noted, we directed attention upon the notion of risk last week. We should remain cognizant that risk refers to the overall consequences represented by various types of threats and hazards. The analysis of risk rests within an all-hazards system and approach, wherein all dangers to a community are examined. In addition, these dangers are prioritized, not on preconceived notions of importance, but upon the actual, detrimental impact they have on a community. Acts of terrorism and of other man-made incidents of violence must be considered alongside natural and technological hazards as well; prioritized in a manner where preparedness and mitigation efforts can be appropriately discussed, formulated, and implemented. In essence, through its various components, the National Preparedness System offers a very consistent and dependable methodology that can be applied to a host of activities; those that range from aiding the decision making process to identifying and allocating resources (DHS, 2011).
So just as the NPS requires us to take a broad view of those elements that determine risk, it similarly requires us to take a wide-ranging view of preparedness as well. In essence, preparedness refers to a community’s ability to respond immediately to a disastrous event (remember, disaster events range from acts of terrorism to industrial accidents to natural disasters). Preparedness also refers to the community’s ability to recover from the event; and preparedness refers to all of those actions taken by the community to either prevent the event, or to mitigate the consequences of that event.
Within the National Preparedness System, the National Preparedness Goal (2015) defines the system’s measure of success as “A secure and resilient nation with capabilities required across the whole community to prevent, protect against, mitigate, respon ...
Crisis management encompasses responding to unexpected negative events that threaten an organization. It requires making quick decisions during a short time frame. A crisis can harm an organization's reputation and create panic. Effective crisis communication is important to reassure stakeholders and the public of their safety and investment security. Social media now plays a role in disseminating information but can also spread rumors, so organizations must monitor social media during a crisis.
Opportunities for disaster resilience learning in the Australian curriculumNeil Dufty
The document discusses opportunities for embedding disaster resilience education within the Australian school curriculum. It identifies several key opportunities within subjects like Geography, Science, and Health/Physical Education. Through a process of "curriculum mapping", the document analyzes the new Australian Curriculum to find where concepts related to disaster resilience (e.g. hazards, risk reduction) are already mentioned or could be included. It finds the strongest opportunities in middle primary school (years 5-6) and senior secondary school (years 11-12) courses like Geography and Earth/Environmental Science.
This document discusses strategic management perspectives that could be adopted for disaster education in Indonesia. It summarizes that Indonesia experiences many natural disasters due to its geographic location, but disaster education has been lacking integration and focus on prevention. The document analyzes strengths like existing disaster education modules, opportunities like strategic plans from disaster agencies, but also weaknesses like lack of disaster knowledge and threats like high crime rates. It argues adopting a SWOT analysis from strategic management can help formulate more reliable disaster education by assessing these internal/external factors.
Paper - A review of progress in the integration of disaster risk reduction in...Neil Dufty
This Input Paper was developed for the HFA Thematic Review and as an input to the Global Assessment Report on Disaster Risk Reduction 2015 (GAR15). It aims to review progress in the integration of DRR into Australian school curricula programs and support materials since 2005.
This document discusses the rationale for partnerships in disaster risk reduction efforts. It notes that addressing disasters requires a multi-disciplinary approach and partnerships between a wide range of stakeholders, including different levels of government, the private sector, NGOs, academics, and vulnerable communities. Some of the challenges to effective partnerships are fragmentation between groups, lack of understanding and respect between disciplines, and competitiveness over limited resources. Effective partnerships require overcoming these barriers through greater collaboration, coordination, and an integrated approach between disaster specialists and development workers. Governance challenges also exist, as different levels and departments within governments may have conflicting mandates and weak coordination.
1) The Disaster Safety Education project in Sri Lanka integrated disaster risk reduction (DRR) into teacher training, school curricula, and materials after the 2004 tsunami.
2) Five factors contributed to its success: passion from partners, strong partnerships between organizations, infusion of DRR concepts throughout the education system, action-reflection learning cycles, and respect for all ethnic groups.
3) The project helped establish national DRR guidelines, train educators, and contribute to regional DRR networks, while navigating challenges during Sri Lanka's civil war through balanced participation and local offices.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...AJHSSR Journal
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Introduce your presentation here. 1Use the design .docxnormanibarber20063
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
Similar to The place of education in building disaster resilience paper (20)
Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
buy old yahoo accounts buy yahoo accountsSusan Laney
As a business owner, I understand the importance of having a strong online presence and leveraging various digital platforms to reach and engage with your target audience. One often overlooked yet highly valuable asset in this regard is the humble Yahoo account. While many may perceive Yahoo as a relic of the past, the truth is that these accounts still hold immense potential for businesses of all sizes.
IMPACT Silver is a pure silver zinc producer with over $260 million in revenue since 2008 and a large 100% owned 210km Mexico land package - 2024 catalysts includes new 14% grade zinc Plomosas mine and 20,000m of fully funded exploration drilling.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
Navigating the world of forex trading can be challenging, especially for beginners. To help you make an informed decision, we have comprehensively compared the best forex brokers in India for 2024. This article, reviewed by Top Forex Brokers Review, will cover featured award winners, the best forex brokers, featured offers, the best copy trading platforms, the best forex brokers for beginners, the best MetaTrader brokers, and recently updated reviews. We will focus on FP Markets, Black Bull, EightCap, IC Markets, and Octa.
Unveiling the Dynamic Personalities, Key Dates, and Horoscope Insights: Gemin...my Pandit
Explore the fascinating world of the Gemini Zodiac Sign. Discover the unique personality traits, key dates, and horoscope insights of Gemini individuals. Learn how their sociable, communicative nature and boundless curiosity make them the dynamic explorers of the zodiac. Dive into the duality of the Gemini sign and understand their intellectual and adventurous spirit.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Building Your Employer Brand with Social MediaLuanWise
Presented at The Global HR Summit, 6th June 2024
In this keynote, Luan Wise will provide invaluable insights to elevate your employer brand on social media platforms including LinkedIn, Facebook, Instagram, X (formerly Twitter) and TikTok. You'll learn how compelling content can authentically showcase your company culture, values, and employee experiences to support your talent acquisition and retention objectives. Additionally, you'll understand the power of employee advocacy to amplify reach and engagement – helping to position your organization as an employer of choice in today's competitive talent landscape.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Taurus Zodiac Sign: Unveiling the Traits, Dates, and Horoscope Insights of th...my Pandit
Dive into the steadfast world of the Taurus Zodiac Sign. Discover the grounded, stable, and logical nature of Taurus individuals, and explore their key personality traits, important dates, and horoscope insights. Learn how the determination and patience of the Taurus sign make them the rock-steady achievers and anchors of the zodiac.
The Evolution and Impact of OTT Platforms: A Deep Dive into the Future of Ent...ABHILASH DUTTA
This presentation provides a thorough examination of Over-the-Top (OTT) platforms, focusing on their development and substantial influence on the entertainment industry, with a particular emphasis on the Indian market.We begin with an introduction to OTT platforms, defining them as streaming services that deliver content directly over the internet, bypassing traditional broadcast channels. These platforms offer a variety of content, including movies, TV shows, and original productions, allowing users to access content on-demand across multiple devices.The historical context covers the early days of streaming, starting with Netflix's inception in 1997 as a DVD rental service and its transition to streaming in 2007. The presentation also highlights India's television journey, from the launch of Doordarshan in 1959 to the introduction of Direct-to-Home (DTH) satellite television in 2000, which expanded viewing choices and set the stage for the rise of OTT platforms like Big Flix, Ditto TV, Sony LIV, Hotstar, and Netflix. The business models of OTT platforms are explored in detail. Subscription Video on Demand (SVOD) models, exemplified by Netflix and Amazon Prime Video, offer unlimited content access for a monthly fee. Transactional Video on Demand (TVOD) models, like iTunes and Sky Box Office, allow users to pay for individual pieces of content. Advertising-Based Video on Demand (AVOD) models, such as YouTube and Facebook Watch, provide free content supported by advertisements. Hybrid models combine elements of SVOD and AVOD, offering flexibility to cater to diverse audience preferences.
Content acquisition strategies are also discussed, highlighting the dual approach of purchasing broadcasting rights for existing films and TV shows and investing in original content production. This section underscores the importance of a robust content library in attracting and retaining subscribers.The presentation addresses the challenges faced by OTT platforms, including the unpredictability of content acquisition and audience preferences. It emphasizes the difficulty of balancing content investment with returns in a competitive market, the high costs associated with marketing, and the need for continuous innovation and adaptation to stay relevant.
The impact of OTT platforms on the Bollywood film industry is significant. The competition for viewers has led to a decrease in cinema ticket sales, affecting the revenue of Bollywood films that traditionally rely on theatrical releases. Additionally, OTT platforms now pay less for film rights due to the uncertain success of films in cinemas.
Looking ahead, the future of OTT in India appears promising. The market is expected to grow by 20% annually, reaching a value of ₹1200 billion by the end of the decade. The increasing availability of affordable smartphones and internet access will drive this growth, making OTT platforms a primary source of entertainment for many viewers.
The Evolution and Impact of OTT Platforms: A Deep Dive into the Future of Ent...
The place of education in building disaster resilience paper
1. The place of education
in building disaster
resilience
A strategic examination
Neil Dufty
3/21/2013
Disaster education is becoming increasingly popular as a means of ensuring public safety,
knowing that governments and infrastructure cannot protect all individuals and their
communities in all emergencies. With the commitment by governments over the past
decade to building disaster resilience, there is also a growing desire for community
education to support this relatively new goal. This paper examines what is required to refine
existing disaster education plans and programs to effectively help build community disaster
resilience.
2. 1
The place of education in building disaster resilience
Disaster education is becoming increasingly popular as a means of ensuring public
safety, knowing that governments and infrastructure cannot protect all individuals
and their communities in all emergencies. It is thought that people need to look after
themselves and others during and after disasters, and thus need to be educated in
how to do this.
There is a strong involvement by emergency agencies around the world to disaster
education. However, most agencies only commit relatively small proportions of their
budgets to it, especially compared to those for emergency operations.
With the commitment by governments over the past decade to building disaster
resilience, there is also a growing requirement for supporting community education
for this relatively new goal. It could be attractive to view existing disaster education
as being synonymous with education to build disaster resilience. Further
investigation is required to understand the relationship between the two types of
education.
This paper offers a strategic and conceptual examination of the current and potential
placement of disaster education in relation to building community disaster
resilience. Based on this strategic placement, the paper then unpacks disaster
education to provide added insight and identify opportunities for education planning
and design.
Disaster education
Ironically, although there are a multitude of avenues for education implementation
(or pedagogies) related to disasters, there is according to Preston (2012, p.1)
‘surprisingly little writing in the field of education/pedagogy itself’. This is largely due
to disaster education being a ‘new area of enquiry in the field of education’ (Preston
2012, p.1) and because many of the disaster education programs are designed by
non-educators from emergency agencies and other organisations. As a result, there
is a large amount of disaster education activity around the world with little technical
research into its educational veracity.
Furthermore, with technological developments such as social media, all people have
the opportunity to be involved in disaster education. There is therefore a pressing
need to examine disaster education in this context and provide robust education-
based guidance to people using these emerging technologies for disaster education.
Preston (2012, p.1) notes that ‘the disciplinary boundaries of disaster education are
fluid and the literature on the topic can be found within the sociology of disasters,
public health and health promotion, humanitarian response, political communication
and public relations’. Although more specific education-based research is required as
argued above, it is useful that disaster education continues to draw upon and
combine with other disciplines. Of particular importance is the nexus between the
3. 2
academic fields of education, psychology and sociology in understanding people’s
reactions to disasters (see Figure 1). In the disaster context education provides an
understanding of how people learn; psychology how people behave; and, sociology
how people connect (Dufty, 2013, p.3).
Figure 1: The main academic fields that inform an understanding of people’s
reactions to disasters
There are several definitions of disaster education that may lead to confusion about
its place in emergency management, and more broadly related to community
disaster resilience. For example, Shaw, Shiwaku and Takeuchi (2011, p.7) believe that
‘disaster education’, ‘disaster risk education’ and ‘disaster prevention education’ are
‘different expressions that essentially mean disaster risk reduction education’.
Preston (2012, p.3) views disaster education more along the lines of helping citizens
‘prepare for various disasters, consider what they would do in a disaster and think
about how they would respond’.
Moreover, there is a tendency of emergency agencies to divide disaster education
into at least ‘education’, ‘communications’ and ‘engagement’. There can be separate
sections of an emergency management agency that are responsible for each (or
some) of these activities. This division is used by emergency agencies as there are
some differences between each in emergency management practice.
‘Engagement’ involves processes that inform, consult, involve, partner with and
empower communities (International Association for Public Participation, 2004). As
used by emergency agencies, it includes activities such as events, community
meetings, webinars, ‘meet-the-street’ discussions and doorknocks.
‘Communications’ involve the exchange of information relating to risk and
emergencies (Covello, 1992), including for warnings. Communications can include
People
and
disasters
Education
Psychology
Sociology
4. 3
use of media releases, websites, newsletters, text messages and apps (particularly
for warnings).
‘Education’, in its narrow sense as used by some emergency agencies, involves
planned activities that lead to prescribed learning outcomes (Dufty, 2011, p.36). In
this sense, it can include agency staff and community volunteer training, community
preparedness and emergency courses, school lessons, university courses and
business continuity programs.
It should be noted that social media can be used for all three activities (Dufty, 2012a,
p.42).
What is common between education, communications and engagement (ECE) is that
they all contribute to disaster-related learning (see Figure 2).
Figure 2: Disaster education, communications and engagement all lead to disaster-
related learning
Although ECE is used by many emergency agencies in practice, the holistic term
‘disaster education’ is appropriate in strategic discussion as it is synonymous with
‘disaster learning’. This assertion is supported by an examination of the roots of the
word ‘education’.
Craft (1984) noted that there are two different Latin roots of the English word
‘education’. They are educare, which means to train or to mold, and educere,
Disaster learning
Engagement
Communications
Education
5. 4
meaning to lead out. While the two meanings are quite different, they are both
represented in the word ‘education’. They relate to different types of learning
possible across education: one calls for rote memorisation and appropriate
response; the other requires questioning, thinking, and creating.
Thus disaster education will be addressed in this article in its broadest sense (i.e.
synonymous with ‘disaster learning’) encompassing disaster-related ECE. However, it
must be acknowledged that disaster education is not the only means of disaster-
related learning; learning for individuals, organisations and communities can also be
obtained from means such as evaluation and crisis mapping.
Community disaster resilience
As noted above, emergency agencies carry out disaster education primarily to
ensure public safety (and protect property if possible) which is paramount in their
charters. What is required to place their existing disaster education in terms of
building community disaster resilience?
The concept of resilience has been in the disaster management literature since the
1980s (Wildavsky, 1988) but has come into vogue as an overriding goal in the past
ten years. There are a multitude of definitions of ‘disaster resilience’. The original
notion of resilience, from the Latin word resilio, means to ‘jump back’ or ‘bounce
back’. According to de Bruijne, Boin and van Eeten (2010, p. 13), ‘In the past
decades, research on resilience has been conducted at various levels of analysis –
the individual level, the group level, and the organizational or community level – in a
wide variety of disciplines including psychology, ecology, organization and
management sciences, group/team literature and safety management’.
Several researchers (e.g. Longstaff, 2005) have made an interdisciplinary effort to
further refine the concept of resilience in relation to disaster management.
However, a dilemma for researchers and planners has been whether disaster
resilience should involve the ability of a community to ‘bounce back’ (i.e. resume its
normal functioning) as per the original notion, or to ‘bounce forward’ after a disaster
(Manyena et al, 2011). Some researchers such as Paton (2006) opt for the latter
notion arguing that the ‘bounce back’ idea neither captures the changed reality after
a disaster, nor encapsulates the new possibilities wrought by a disaster.
Although the academic debate continues on what precisely is disaster resilience,
many governments around the world have developed strategic policies and plans
that aim to guide countries toward achieving it. For example, the Hyogo Framework
for Action was an outcome of the 2005 World Conference on Disaster Reduction
held in Kobe, Japan. One of its five specific priorities for action is ‘building a culture
of safety and resilience’.
Most of these strategic plans and policies include some reference to three requisites
for community disaster resilience:
1. Disaster risk reduction
6. 5
2. Emergency management
3. Economic support
It should be acknowledged that there are other factors that lead to building
community disaster resilience (e.g. infrastructure, governance, leadership).
However, the above three factors appear to be the most critical in terms of the
affected communities. This relationship is supported by the Australian National
Climate Change Adaptation Research Plan for Emergency Management (Pearce et al,
2009, p. 4) which states that ‘When natural disasters occur, the consequences of
damage and loss are a function of the effectiveness of the disaster mitigation
strategies that have been implemented, the activities of the emergency services, and
the resilience of the communities and economic sectors affected.’
Education as part of disaster resilience
A key concept in the community disaster resilience relationship outlined above is
that of ‘shared responsibility’. The Victorian Bushfires Royal Commission in its Final
Report (2010, p. 352) uses the expression shared responsibility ‘to mean increased
responsibility for all. It recommends that state agencies and municipal councils adopt
increased or improved protective, emergency management and advisory roles. In
turn, communities, individuals and households need to take greater responsibility for
their own safety and to act on advice and other cues given to them before and on
the day of a bushfire.’
Although there is a currently a large amount of education activity within disaster risk
reduction, emergency management and economic support (e.g. insurance
education), the concept of ‘shared responsibility’ helps to provide an insight into the
strategic fit of this triumvirate with communities. It alludes to education operating
between the three resilience elements and individuals/communities that are sharing
responsibility and concomitant learning.
This possible placement of disaster education in relation to the resilience triumvirate
can be explained through the Venn diagrams in Figures 3, 4 and 5. The diagrams
show the relationships across the Prevention, Preparedness, Response and Recovery
(PPRR) model commonly used in emergency management.
Before a disaster, two of the three parts of the triumvirate – disaster risk reduction
and emergency management – interrelate and with individuals and their
communities (see Figure 3).
One could argue the value of the ‘disaster risk reduction’ and ‘emergency
management’ division shown in Figure 3 when Prevention and Preparedness from
PPRR in emergency management could encapsulate both. One reason for this is that
it distinguishes hazard risk mitigation (Prevention) activities from Preparedness
activities, the boundaries of which are which are sometimes confused. According to
Topping (2011, p. 15), ‘Mitigation is distinguished from preparedness by its emphasis
on creating long-term resilience through permanent modification of physical and
7. 6
other circumstances which create risk and vulnerability. Yet mitigation is widely
misunderstood, often confused with preparedness - and not just by news media and
the general public.’
The distinction between disaster risk reduction and emergency management is
demonstrated practically in several parts of the world through the demarcation of
responsibility and activity. For example, in New South Wales (NSW), Australia,
floodplain risk management is primarily the responsibility of local councils, with the
NSW State Emergency Service responsible for flood preparedness and response.
In Figure 3 (before a disaster), disaster education is located at the intersections
between both disaster risk reduction and emergency management and the affected
individuals and communities. Although disaster education is a learning conduit
between the agencies responsible for disaster risk reduction and emergency
management and affected individuals/communities, in the spirit of ‘shared
responsibility’ this education should involve all parties e.g. individuals/communities
assisting in the their own resilience learning and in that of the agencies (i.e. not only
a ‘top-down’ agency education approach).
Figure 3: The place of disaster education before a disaster
Prior to a disaster, the aim of disaster risk reduction is to reduce the risk to people
and property. During and immediately after a disaster (the Response stage in the
PPRR model), emergency management works with individuals and communities
within the protection of the ‘residual risk’ provided by disaster risk reduction. This
relationship is shown in Figure 4, still with disaster education providing learning for
emergency agencies, individuals and communities.
For those hazards that are sudden (e.g. earthquakes, terrorist attacks), the disaster
education (learning) may largely be derived from communications immediately after
Disaster risk
reduction
Individuals &
Communities
Emergency
management
Disaster educationDisaster education
8. 7
the event. On the other hand, there is opportunity for all parts of ECE to be used if
there is a long warning time and/or duration of the event (e.g. riverine floods,
‘campaign’ bushfires/wildfires).
Figure 4: The place of disaster education during the disaster response
As shown in Figure 5, after a disaster individuals rely largely on economic support
(e.g. insurance, humanitarian aid), ongoing assistance from emergency organisations
and from others in their communities. Learning in this relationship helps in the
Recovery phase that returns individuals and communities to normal functioning (a
key measure of resilience).
Figure 5: The place of disaster education in the recovery after a disaster
Individuals &
Communities
Emergency
management
Economic
support
Individuals &
Communities
Emergency
management
Disaster education
Disaster educationDisaster education
Residual risk
9. 8
Implications
There are several implications of the above strategic examination for disaster
education planning and design.
Firstly, this paper shows that for strategic planning and academic research it is easier
to envisage disaster education as disaster learning as it places the focus on the
learner (and his/her needs), rather than the provider (Dufty 2012b). This helps
resolve the potential confusion between using the components of ECE or the holistic
meaning of disaster education (and the issue of clear definition of each).
Furthermore, in line with the definition promoted by Webber and Dufty (2008, p.1)
for flood education, a more inclusive and currently relevant definition of disaster
education is ’any learning process or activity that helps build community resilience to
disasters’.
Secondly, if disaster education (or ECE) provided by emergency agencies is to help
build disaster resilience through learning then it needs to not only be geared to
public safety and reducing risks to property, but also to attaining an efficient
recovery to ‘bounce back’ through the post-disaster relationships as illustrated in
Figure 5. In addition, as mentioned above, learning can also occur from evaluation.
To help with a ‘bounce forward’ approach to building disaster resilience, learning
should be also obtained by post-disaster evaluation conducted not only by agencies
(e.g. after action reviews) but also with impacted communities (e.g. community de-
brief meetings, resilience forums, webinars). This post-disaster improvement
learning should also be part of disaster education using the above new definition. A
summary of the learning outcomes for disaster resilience is provided in Figure 6.
Figure 6: The learning outcomes of disaster education in relation to disaster resilience
Property
protection
Public
safety
DISASTER
EDUCATION
Efficient
recovery
Post-
disaster
improve
ment
Community
disaster
resilience
10. 9
Thirdly, as shown in Figures 3, 4 and 5, disaster education needs to be part of
disaster risk reduction, emergency management and economic support plans as it is
part of the bridge to people and their communities. In the spirit of shared
responsibility, communities should participate in the development, implementation
and evaluation of these plans.
Fourthly, Figures 3-6 inclusive help to identify segments of content for disaster
education design related to building community disaster resilience. These content
segments relate to the possible learning outcomes in Figure 6 and are shown in
Figure 7.
For weather-related hazards (e.g. flood, heatwave, drought, wildfire/bushfire),
learning related to climate change adaptation should also be added, as it will impact
on the other content segments. An example of a program that coupled climate
change adaptation learning with some of the other segments shown in Figure 7 is
described by Stevens et al (2012).
Figure 7: Segments of learning for community disaster resilience
In relation to Figure 7, although there is a cyclical nature to the learning segments, it
should not be necessarily assumed that one segment is the precursor for the next. In
other words, all should be planned for prior to a disaster. However, climate change
adaptation learning, disaster risk learning and disaster preparedness learning should
be implemented before an event (refer to Figure 3), disaster response learning
during and immediately after an event (refer to Figure 4), and disaster recovery
learning and post-disaster learning after an event (refer to Figure 5).
DISASTER
EDUCATION
Climate
change
adaptation
learning
Disaster risk
learning
Disaster
preparedness
learning
Disater
response
learning
Disaster
recovery
learning
Post-disaster
learning
11. 10
Fifthly, this examination of the place of disaster education enables specific content
to be scoped for each potentially impacted community that will help build disaster
resilience. This can be achieved by unpacking the learning content segments from
Figure 7. For example, the disaster preparedness learning segment in Figure 7 could
be unpacked to provide the content shown in Figure 8.
Figure 8: Possible unpacking of disaster preparedness learning from Figure 7
The ‘precautions’ learning segment in Figure 8 could be further unpacked as shown
in Figure 9. The same unpacking process can then be conducted for the other
learning content segments in Figure 7.
Figure 9: Possible unpacking of the precautions part of preparedness learning from
Figure 8
DISASTER
PREPAREDNESS
LEARNING
precautions
appropriate
response
behaviours
warnings
and triggers
connecting
with others
PRECAUTIONS
Emergency
kit
Insurances
Disaster
proofing
Evacuation
12. 11
This process of unpacking each of the learning segments in Figure 7 will provide
clarity to what should be included in a disaster education plan or program if it is to
effectively help build disaster resilience. It should be stressed that this unpacking (or
content scoping) should be done by community members in liaison with the
appropriate agencies and other organisations, as part of shared responsibility.
Lastly, the above examination suggests the need for a refined approach to existing
disaster education (ECE), including greater emphasis on learning (rather than
provision) and a clearer understanding of the timing and content of disaster learning
that will help build disaster resilience. It will also help to further develop the
Learning for Disaster Resilience (LfDR) approach outlined by Dufty (2012b), a
practical example of which is the design by Molino Stewart (2012) of a flood
education plan for Fairfield City Council in Sydney, Australia.
Conclusion
The examination of the place of disaster education identified issues relating to the
definitions of disaster education. Some view it holistically; others, including most
emergency agencies, segment disaster learning into education, communications and
engagement. This paper suggested that the emphasis should be more on the learner,
rather than how it is provided. It offered a definition of disaster education aligned to
this learning emphasis, and to building community disaster resilience.
The paper developed a strategic framework to build community disaster resilience
and located disaster education within the framework for before, during and after a
disaster. Using this strategic placement it identified appropriate content that could
be used in disaster resilience-related education plans and programs. This guidance
will enable communities and emergency agencies to refine existing plans and
programs in terms of building community resilience.
The strategic placement of disaster education should be acknowledged by
governments and communities and actioned within the milieu of disaster resilience-
building mechanisms. Further research is required to identify pedagogies relevant to
the content and learning outcomes identified in this paper. Also, the content
identified needs to be tailored to specific hazards and communities, and evaluated
within that design.
References
Covello, V. T., 1992, Risk communication: An emerging area of health communication
research. In S. A Deetz, (Ed.), Communication yearbook 15. Newbury Park, CA: Sage.
Craft, M., 1984, Education and cultural pluralism. London, UK: Falmer.
de Bruijne, M., A., Boin, A., & van Eeten, M., 2010, Resilience: Exploring the Concept and its
Meanings. In L.K. Comfort, A. Boin & C.C. Demchak (Eds.), Designing Resilience: preparing
for extreme events, Pittsburgh, USA: University of Pittsburgh Press.
Dufty, N., 2011, Engagement or education? The Australian Journal of Emergency
Management, Vol. 26, No. 3, pp. 35-39.
13. 12
Dufty, N., 2012a, Using Social Media to Build Community Disaster Resilience, The Australian
Journal of Emergency Management, Vol. 27, No. 1, pp. 40-45.
Dufty, N., 2012b, Learning for disaster resilience, Proceedings of the Australian & New
Zealand Disaster and Emergency Management Conference held in Brisbane, Qld, April
2012, pp.150-164.
Dufty, N., 2013, The importance of connected communities to flood resilience. Paper
presented to the 8th Victorian Flood Conference. Melbourne, Australia, Feb. 2013.
Available at http://works.bepress.com/neil_dufty/21/
International Association for Public Participation, 2004, IAP2 Public Participation Spectrum,
available on the IAP2 Australasia website: www.iap2.org.au
Longstaff, P.H., 2005, Security, resilience and communication in unpredictable environments
such as terrorism, natural disasters and complex technology. Program on Information
Resources Policy, Centre for Information Policy Research, Harvard University. Available at
http://www.pirp.harvard.edu
Manyena, S.B., O’Brien, G., O’Keefe, P., & Rose, J., 2011, Disaster resilience; a bounce back
or a bounce forward ability?. Local Environment, Vol. 16, No. 5, pp.417-424.
Molino Stewart, 2012, Community flood education and awareness in Fairfield City. A report
prepared for Fairfield City Council, Sydney, Australia. Available at
http://works.bepress.com/neil_dufty/20/
Paton, D., 2006, Disaster resilience: building capacity to co-exist with natural hazards and
their consequences. In D. Paton & D. Johnston (Eds.), Disaster Resilience: An Integrated
Approach. Springfield, USA: Charles C Thomas Publishers Ltd.
Pearce T., Handmer J., Higgins J., King D., McDonald J., Pagano F., Schneider J., & Whetton
P., 2009, National Climate Change Adaptation Research Plan for Emergency
Management, National Climate Change Adaptation Research Facility, Gold Coast,
Australia.
Preston, J., 2012, Disaster Education: ‘Race’, Equity and Pedagogy. Rotterdam, The
Netherlands: Sense.
Royal Commission into the 2009 Victorian Bushfires, 2010, Final Report Volume II, Part 2,
State Government of Victoria, Australia.
Shaw, R., Shiwaku, K., & Takeuchi, Y., 2011, Disaster Education. Bingley, UK: Emerald.
Stevens, H., Dufty, N., Waters, S., & Giles, G., 2012, Sea no Evil, Hear no Evil –Community
Engagement on Adaptation to Sea Level Change. Paper presented to the 21st NSW
Coastal Conference. Kiama, NSW, Australia. Nov. 2012.
Topping, K., 2011, Strengthening resilience through mitigation planning, Natural Hazards
Observer, Vol. 36, No.2., Nov 2011, pp. 15-16.
Webber, D., & Dufty, N., 2008, Being Prepared – Community Flood Education Planning in
NSW. Paper presented to the 48th Annual Floodplain Management Authorities
Conference, Wollongong, NSW, 26-29 February 2008.
Wildavsky, A.B., 1988, Searching for safety, New Brunswick, Canada: Transaction.