Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using t...Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using the sociological disciplinary framework in a detailed qualitative case study of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. This paper considers the three sub-disciplines of sociology: the sociology of disaster, the sociology of education and the sociology of education governance in a development context. These sub-disciplines are nested together to analyse social, political and historical factors and their relationships which are helpful to identify risks and vulnerabilities in the education sector in Nepal. These are the major areas to explore the disaster context and needs of context-specific education acts (hereafter DRR education) to minimise the potential risks of disasters. The article concludes that the social disciplinary framework is significantly useful to analyse DRR education provisions and implications of education governance to mobilise school in disaster preparedness, response and recovery.展开更多
This article discusses three What opportunities exist to enhance psychological resilience in adults?Why should psychological resilience promotion be considered an important disaster risk reduction strategy?What contri...This article discusses three What opportunities exist to enhance psychological resilience in adults?Why should psychological resilience promotion be considered an important disaster risk reduction strategy?What contribution can adult education make to such a strategy?Psychological resilience is presented as relational and somewhat malleable,even in adulthood.Although psychological resilience building is often overlooked in sociallevel disaster risk reduction efforts,it is a key strategy for social resilience building.Questions regarding the extent to which mental resilience can be improved and the techniques with which to do so may be answered by research in the field of adult education.Basic learning and teaching research fundamentals are suggested to create psychological resilience-building strategies in adults.展开更多
International agencies and scientific research have been calling for the inclusion of children in disaster preparedness and risk reduction, to hear their voices in order to address their specific needs and vulnerabili...International agencies and scientific research have been calling for the inclusion of children in disaster preparedness and risk reduction, to hear their voices in order to address their specific needs and vulnerabilities and harness their capabilities in terms of building community resilience. This article assesses the roles ascribed to children in policy and education for disaster risk reduction in Portugal. The approach is based on a scoping methodology that encompasses document analysis and interviews with national and local stakeholders and policymakers in the disaster risk reduction field. The research is carried out within the scope of a European funded project, CUIDAR Cultures of Disaster Resilience among Children and Young People. More specifically, the article provides an overview of the discourses on the roles ascribed to children in urban disaster risk reduction(DRR). The authors maintain that although children are often taken as a target group in urban disaster prevention and management, they are seldom considered in terms of active participation in disaster risk reduction programs in the Portuguese context. Nevertheless, our analysis shows that there is a growing awareness of the relevance of active participation by children in order to create successful DRR.展开更多
The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai F...The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030,which analyzes the overall impacts on the education sector.Then we discuss the overall impact on education sectors,with specific focus on disaster risk reduction(DRR)education and education for sustainable development(ESD).Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages.Specific case analysis of COVID-19 response in the education sector is presented from Omuta City,Japan,which is considered as a champion city for ESD.Four phases of response in Omuta City are characterized with three specific foci:(1)mitigating covid impacts on educational program and participants;(2)preventing exacerbation of covid transmission within and outside schools;and(3)maintaining educational program integrity despite covid.Key lessons are summarized in the concluding section,which explore the importance of(1)educational governance(on critical decision making)during the pandemic as well as with cascading risks;(2)enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education;(3)risk communication and citizen behavior;and(4)use of technology.We argue that integration of health and DRR education is important,that resilience needs to be redefined in terms of sustainable development goals(SDGs),and that education plays a vital role in achieving these ends.展开更多
In recent years,‘‘health’’has been recognized explicitly as both a determinant and an outcome of the human dimension of disaster risk reduction(DRR).Every disaster creates significant public health needs that can ...In recent years,‘‘health’’has been recognized explicitly as both a determinant and an outcome of the human dimension of disaster risk reduction(DRR).Every disaster creates significant public health needs that can exceed local capacity to respond,resulting in excess mortality and morbidity.The European Union report on Science展开更多
据国际灾难数据库（The international disaster database）数据显示,2005-2015十年间全球共发生地震、洪水、风暴、干旱等自然灾害4 420起（不包括交通事故、工业事故等人为科技灾害）,造成82万人的死亡,超过18亿人次受伤,经济损失高...据国际灾难数据库（The international disaster database）数据显示,2005-2015十年间全球共发生地震、洪水、风暴、干旱等自然灾害4 420起（不包括交通事故、工业事故等人为科技灾害）,造成82万人的死亡,超过18亿人次受伤,经济损失高达15万亿美元。护士是灾难救护前线不可缺少的主力,他们的活动贯穿灾难发生时的紧急启动、展开更多
Like other subjects, disaster risk science has developed its own vocabulary with glossaries. Some keywords, such as resilience, have an extensive literature on definitions, meanings, and interpretations. Other terms h...Like other subjects, disaster risk science has developed its own vocabulary with glossaries. Some keywords, such as resilience, have an extensive literature on definitions, meanings, and interpretations. Other terms have been less explored. This article investigates core disaster risk science vocabulary that has not received extensive attention in terms of examining the meanings,interpretations, and connotations based on key United Nations glossaries. The terms covered are hazard, vulnerability, disaster risk, and the linked concepts of disaster risk reduction and disaster risk management. Following a presentation and analysis of the glossary-based definitions,discussion draws out understandings of disasters and disaster risk science, which the glossaries do not fully provide in depth, especially vulnerability and disasters as processes. Application of the results leads to considering the possibility of a focus on risk rather than disaster risk while simplifying vocabulary by moving away from disaster risk reduction and disaster risk management.展开更多
文摘Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using the sociological disciplinary framework in a detailed qualitative case study of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. This paper considers the three sub-disciplines of sociology: the sociology of disaster, the sociology of education and the sociology of education governance in a development context. These sub-disciplines are nested together to analyse social, political and historical factors and their relationships which are helpful to identify risks and vulnerabilities in the education sector in Nepal. These are the major areas to explore the disaster context and needs of context-specific education acts (hereafter DRR education) to minimise the potential risks of disasters. The article concludes that the social disciplinary framework is significantly useful to analyse DRR education provisions and implications of education governance to mobilise school in disaster preparedness, response and recovery.
文摘This article discusses three What opportunities exist to enhance psychological resilience in adults?Why should psychological resilience promotion be considered an important disaster risk reduction strategy?What contribution can adult education make to such a strategy?Psychological resilience is presented as relational and somewhat malleable,even in adulthood.Although psychological resilience building is often overlooked in sociallevel disaster risk reduction efforts,it is a key strategy for social resilience building.Questions regarding the extent to which mental resilience can be improved and the techniques with which to do so may be answered by research in the field of adult education.Basic learning and teaching research fundamentals are suggested to create psychological resilience-building strategies in adults.
基金The CUIDAR project-CUIDAR Cultures of Disaster Resilience among Children and Young People-has received funding from the European Union’s Horizon 2020 research and innovation program under Grant Agreement No.653753
文摘International agencies and scientific research have been calling for the inclusion of children in disaster preparedness and risk reduction, to hear their voices in order to address their specific needs and vulnerabilities and harness their capabilities in terms of building community resilience. This article assesses the roles ascribed to children in policy and education for disaster risk reduction in Portugal. The approach is based on a scoping methodology that encompasses document analysis and interviews with national and local stakeholders and policymakers in the disaster risk reduction field. The research is carried out within the scope of a European funded project, CUIDAR Cultures of Disaster Resilience among Children and Young People. More specifically, the article provides an overview of the discourses on the roles ascribed to children in urban disaster risk reduction(DRR). The authors maintain that although children are often taken as a target group in urban disaster prevention and management, they are seldom considered in terms of active participation in disaster risk reduction programs in the Portuguese context. Nevertheless, our analysis shows that there is a growing awareness of the relevance of active participation by children in order to create successful DRR.
文摘The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030,which analyzes the overall impacts on the education sector.Then we discuss the overall impact on education sectors,with specific focus on disaster risk reduction(DRR)education and education for sustainable development(ESD).Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages.Specific case analysis of COVID-19 response in the education sector is presented from Omuta City,Japan,which is considered as a champion city for ESD.Four phases of response in Omuta City are characterized with three specific foci:(1)mitigating covid impacts on educational program and participants;(2)preventing exacerbation of covid transmission within and outside schools;and(3)maintaining educational program integrity despite covid.Key lessons are summarized in the concluding section,which explore the importance of(1)educational governance(on critical decision making)during the pandemic as well as with cascading risks;(2)enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education;(3)risk communication and citizen behavior;and(4)use of technology.We argue that integration of health and DRR education is important,that resilience needs to be redefined in terms of sustainable development goals(SDGs),and that education plays a vital role in achieving these ends.
文摘In recent years,‘‘health’’has been recognized explicitly as both a determinant and an outcome of the human dimension of disaster risk reduction(DRR).Every disaster creates significant public health needs that can exceed local capacity to respond,resulting in excess mortality and morbidity.The European Union report on Science
文摘据国际灾难数据库（The international disaster database）数据显示,2005-2015十年间全球共发生地震、洪水、风暴、干旱等自然灾害4 420起（不包括交通事故、工业事故等人为科技灾害）,造成82万人的死亡,超过18亿人次受伤,经济损失高达15万亿美元。护士是灾难救护前线不可缺少的主力,他们的活动贯穿灾难发生时的紧急启动、
文摘Like other subjects, disaster risk science has developed its own vocabulary with glossaries. Some keywords, such as resilience, have an extensive literature on definitions, meanings, and interpretations. Other terms have been less explored. This article investigates core disaster risk science vocabulary that has not received extensive attention in terms of examining the meanings,interpretations, and connotations based on key United Nations glossaries. The terms covered are hazard, vulnerability, disaster risk, and the linked concepts of disaster risk reduction and disaster risk management. Following a presentation and analysis of the glossary-based definitions,discussion draws out understandings of disasters and disaster risk science, which the glossaries do not fully provide in depth, especially vulnerability and disasters as processes. Application of the results leads to considering the possibility of a focus on risk rather than disaster risk while simplifying vocabulary by moving away from disaster risk reduction and disaster risk management.
