Disaster Education, Communication and Engagement

Оглавление

Neil Dufty. Disaster Education, Communication and Engagement

Table of Contents

List of Tables

List of Illustrations

Guide

Pages

Disaster Education, Communication and Engagement

Acknowledgements

1 Disasters and Learning

1.1 Hazard

1.2 Disaster

1.3 Disasters Are Socially Constructed

1.4 Disasters and Communities

1.5 Learning

References

2 Disaster ECE. 2.1 Disaster Education. 2.1.1 Defining Disaster Education

2.1.2 Modes of Disaster Education

2.1.3 Learning Relationships

2.2 Disaster Communication

2.2.1 Risk Communication. 2.2.1.1 Risk

2.2.1.2 Risk Perception

2.2.1.3 Trust

2.2.1.4 Communicating Risk

2.2.2 Crisis Communication

2.2.2.1 Early Warning

2.2.2.2 Response

2.2.2.3 Recovery

2.2.2.4 Between Agencies

2.3 Engagement

2.3.1 Public Participation Spectrum

2.3.2 Crowdsourcing

2.3.3 Citizen Science

2.3.4 Community Participatory Disaster Risk Assessment

2.3.5 Volunteered Geographic Information

2.4 Disaster ECE

References

3 ECE Across the Disaster Management Cycle. 3.1 ‘The Disaster Management Cycle’

3.2 Mitigation

3.2.1 Disaster Risk Analysis

3.2.2 Risk Awareness

3.2.3 Mitigation Options

3.3 Preparedness

3.3.1 Preparedness Guides

3.3.2 Emergency Plans

3.3.3 Campaigns

3.3.4 Learning Methods

3.4 Early Warning

3.5 Response

3.5.1 News Media

3.5.2 Social Media

3.6 Recovery

3.7 Lessons Learned

3.8 Reconstruction

References

4 The Importance and Usefulness of Disaster ECE

4.1 Inputs

4.2 Activities

4.3 Outputs

4.4 Short-Term Impacts

4.5 Intermediate Impacts

4.6 Outcomes

References

5 Exploring Relevant Research Fields

5.1 Disaster Resilience. 5.1.1 The Resilience Concept

5.1.2 Disaster ECE and Resilience

5.2 Disaster Psychology. 5.2.1 Risk Awareness and Perception

5.2.2 Previous Experience and Local Knowledge

5.2.3 Preparedness

5.2.3.1 The Protection Motivation Theory (PMT)

5.2.3.2 Protective Action Decision Model (PADM)

5.2.3.3 Socio-Cognitive Preparedness Model

5.2.4 Response

5.2.5 Recovery

5.3 Disaster Sociology

5.3.1 Vulnerability

5.3.2 Social Capital

5.4 Learning Theory

5.4.1 Behavioural Learning

5.4.2 Cognitive Learning

5.4.3 Affective Learning

5.4.4 Social Learning

References

6 Designing Effective Disaster ECE Plans and Programmes

6.1 Lifelong Learning

6.2 Localisation and Learner Needs

6.3 A Framework for Tailoring Disaster ECE

6.3.1 Principles of Effective Disaster Education

6.3.2 ‘Palettes’ of Potential Content and Methods

6.3.3 ‘Filters’ to Choose Appropriate Local Disaster ECE Content and Methods

References

7 Disaster ECE Principles

References

8 Disaster ECE Content

8.1 Across the Disaster Management Cycle

8.1.1 Mitigation

8.1.2 Preparedness

8.1.3 Early Warning

8.1.4 Response

8.1.5 Recovery

8.1.6 Lessons Learned

8.1.7 Reconstruction

8.2 Disaster Resilience

8.3 Climate Change

8.3.1 Climate Change and Disaster Risk Reduction

8.3.2 ‘Global Warming’ vs ‘Climate Change’

8.3.3 Support for Climate Change

8.3.4 Implications for Disaster ECE

8.4 Sustainability

References

9 Disaster ECE Methods

9.1 A Typology of Disaster ECE Methods

9.2 Information

9.2.1 Maps

9.2.2 Frequently Asked Questions (FAQs)

9.2.3 Warning Sirens

9.2.4 Emergency Alert Messages

9.3 Interactions

9.3.1 Social Media

9.3.2 Apps

9.3.3 Games

9.3.4 Virtual Reality

9.3.5 Scenario Planning

9.3.6 People–People Interactions

9.4 Skills and Capabilities

9.4.1 Drills

9.4.2 Exercises

9.4.3 Oral, Visual, and Written Histories

9.4.4 Communities of Practice

9.4.5 Awards

9.4.6 Simulations

9.4.7 Staff Ride

9.4.8 Volunteering

9.5 Creative Expression

9.5.1 Art

9.5.2 Writing

9.5.3 Movies

9.5.4 Puppetry

9.5.5 Memorials

9.6 Integrating Methods

References

10 Understanding Communities and Their Risks

10.1 Understanding the Local Community

10.1.1 Population Surveys

10.1.2 Questionnaires

10.1.3 Social Network Analysis

10.1.4 Local Knowledge

10.2 Local Disaster Risks

10.3 Risk Reduction Measures

10.4 Emergency Management

10.5 Building Resilience

References

11 Learners

11.1 Youth

11.1.1 Vulnerability

11.1.2 Youth and DRR

11.1.3 Disaster ECE in Schools

11.1.4 Curriculum-Based Learning

11.1.5 Non-curricula Learning

11.2 Other Vulnerable People

11.2.1 Women and Girls

11.2.2 People with Disabilities

11.2.3 Older People

11.3 Businesses

11.3.1 Vulnerabilities

11.3.2 Mitigation

11.3.3 Preparedness

11.3.4 Recovery and Resilience

11.4 Animal Guardians

11.5 Tourists

11.6 Archetypes

References

12 Disaster ECE Programmes and Plans. 12.1 Tailoring Disaster ECE

12.2 Disaster ECE Plans

12.3 Disaster ECE Programmes

12.4 Evaluation

12.5 Participation

References

Index

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Отрывок из книги

Neil Dufty

Molino Stewart Pty Ltd

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Early warning is the bridge between risk and crisis communication. ‘Early warning is not only the production of technically accurate warnings but also a system that requires an understanding of risk and a link between producers and consumers of warning information, with the ultimate goal of triggering action to prevent or mitigate a disaster’ (International Federation of Red Cross and Red Crescent Societies 2009).

Clear, timely, and accurate warning information should be communicated to at-risk communities. The International Federation of Red Cross and Red Crescent Societies (2014a) states that ‘the outputs of an early warning system must recognise the diversity of the audience and be appropriate to that audience. Outputs should be contextualised, granular and specific to potentially impacted localities. They should include clear explanations of degree or severity, of trend, of timing, and of the confidence associated with the prediction. The choice of the language and the medium of the communication should be appropriate to the audience, as should the level of technical complexity.’

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