Towards disaster resilience: A scenario-based approach to co-producing and integrating hazard and risk knowledge, International Journal of Disaster Risk Reduction, http://dx.doi.org/10.1016Reduction, http://dx.doi.org/10. /j.ijdrr.2015 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting galley proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. Quantitative risk assessment and risk management processes are critically examined in the context 8 of their applicability to the statistically infrequent and sometimes unforeseen events that trigger 9 major disasters. While of value when applied at regional or larger scales by governments and 10 insurance companies, these processes do not provide a rational basis for reducing the impacts of 11 major disasters at the local (community) level because in any given locality disaster events occur too 12 infrequently for their future occurrence in a realistic timeframe to be accurately predicted by 13 statistics. Given that regional and national strategies for disaster reduction cannot be effective 14 without effective local disaster reduction measures, this is a significant problem. Instead, we suggest 15 that communities, local government officials, civil society organisations and scientists could usefully 16 form teams to co-develop local hazard event and effects scenarios, around which the teams can 17 then develop realistic long-term plans for building local resilience. These plans may also be of value 18 in reducing the impacts of other disasters, and are likely to have the additional benefits of improving 19 science development, relevance and uptake, and of enhancing communication between scientists 20 and the public. 21
Building on Froebelian principles that highlight the importance of family and community, this study explored the importance of collaboration and communication as part of a two-way dialogue. The aim was to identify the key characteristics of a model that would encourage interest and commitment to partnerships from both parents and practitioners. The idea of such partnerships has a solid theoretical background and is supported both rhetorically and by legislation by the Department of Education. However, research has shown that practice often falls short of the ideal, due to reasons such as the managerial discourse that constructs parents as potential consumers and the challenges faced when performance is prioritised over creativity. As part of the study, we employed a mixed methods approach and encouraged parents and practitioners to work together by participating at two sessions with families and children. The sessions provided parents and practitioners with space and time to explore the issue of working in ‘partnership’. After careful consideration of ethical issues, data were collected using pre and post-session questionnaires with all participants, as well as face to face interviews with some of them. Findings indicate that both parties need to invest time and recognise that ‘effective partnership’ is a two way process which requires engagement and dialogue to be able to develop meaningful relationships of trust. The findings were used to develop the ‘CAFE' partnership model which incorporates those elements considered important to facilitate the development of partnerships between practitioners and parents. The CAFE model addresses the gap in the literature in terms of unpicking the key features of a partnership approach, as captured through the lived experience of both parents and practitioners. It also contributes to deepening the understanding of the applications of Froebelian principles in contemporary contexts and the ways in which they can encourage high quality early childhood development and education. Future research should explore how this model could be used to evaluate existing practice and guide the development of current partnership policies and approaches.
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