Quantifying the impact of educational methods for disaster risk reduction: A longitudinal study assessing the impact of teaching methods on student hazard perceptions

Parham, Martin; Teeuw, Richard; Solana, Carmen; Day, Simon

doi:10.1016/j.ijdrr.2020.101978

Cited by 15 publications

(23 citation statements)

References 31 publications

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“…School education, though, provides a focused opportunity to develop both student understanding, awareness, decisionmaking, and action, helping to build bottom-up community resilience (Cox et al, 2017;Bandecchi et al, 2019). Parham et al (2021) summarise the misrepresentation of children in DRR studies. Children are considered to be passive receivers of information (Mitchell et al, 2008;Amri et al, 2017aAmri et al, , 2017b or unable to make decisions (Hart, 1992), which impact on their safety.…”

Section: Concepts Of Disaster Risk Education and Child-centred Disast...mentioning

confidence: 99%

Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria

Parham

2022

Disasters

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Child-centred disaster risk reduction aims to reduce child vulnerability and increase resilience to disasters. The 2015 Comprehensive School Safety Framework (CSSF) sought to decrease hazard risks to education. Between 2015 and 2017, Dominica was struck by Tropical Storm Erika and Hurricane Maria, which significantly affected the education system at the local and national scales. Since Maria, a couple of national initiatives (Safer Schools and Smart Schools) have been introduced to increase resilience and meet the CSSF's objectives. This paper assesses progress made through a qualitative analysis of interviews with 29 school leaders, government officials, and disaster risk reduction stakeholders. Implementation of the climate resilience programme in 2018 resulted in nationwide teacher training and production of school disaster plans. Limited successes have improved social resilience, but short-term implementation due to COVID-19 and a lack of a teacher knowledge base have presented challenges to the scheme's long-term sustainability and the implementation of the CSSF's goals.

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Section: Concepts Of Disaster Risk Education and Child-centred Disast...mentioning

confidence: 99%

Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria

Parham

2022

Disasters

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“…However, the authors were able to identify some publications relevant to their research, related to the engagement of practitioners [18] and students [19,20] in disaster risk management and hazard perceptions. In addition, in the last couple of years, more research has been published on the impact of educational methods for knowledge transfer in disaster risk reduction, building either on the grounded theory approach [21] or the experiential learning theory [19][20][21][22]. Experiential learning is what simulation exercises focus on and as research has shown, these types of activities support students [23] and increase their attention by allowing them "to see a phenomena unfold .…”

Section: Previous Researchmentioning

confidence: 99%

Arching from Function to Form—Important Design Elements of Simulation Exercises (SimEx) in Emergency Response and Disaster Risk Management

et al. 2021

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With Rasmussen’s abstraction hierarchy as starting point, the present article focuses on understanding some of the aspects guiding the development of a simulation exercise (SimEx) from a multi-faceted perspective, based on interviews and post-exercise evaluations conducted with both exercise designers and participants. The results show that, in order to achieve its overarching objective, an exercise must fulfill a wide range of “functions”, which in turn can take various kinds of “forms” or actual representations in the physical world. The paper discusses a number of identified required functions of a SimEx, sometimes labeled as design elements, and furthermore elaborates on differences and specific requirements at form level, e.g., virtual vs. physical exercises.

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“…One study discussed disaster risk reduction education programmes as an important part of increasing awareness of the factors driving disaster risk. In addition, longitudinal studies have been conducted to compare the perceptions of groups of students over time regarding disaster risk [12]. In this context, the current research analyses the perceptions of disaster risk management.…”

Section: Introductionmentioning

confidence: 99%

Development and Simulation of Cyberdisaster Situation Awareness Models

2022

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Cyberdisasters require an organization’s disaster team to be prepared. Disaster events are difficult to predict, but the impact of this risk on an organization is large. However, organizations sometimes struggle in being prepared for disaster situations. Here, awareness of disaster situations when analysing priority disasters (e.g., earthquakes and pandemics) and how to mitigate them can help an organization’s preparedness. Mitigation scenarios need to be determined and simulated so that a disaster team is ready to face disaster. Using Endsley’s situational awareness model and a tabletop exercise, this study aimed to help a disaster team determine cyberdisaster risk priority and assess a team’s preparedness for dealing with a cyberdisaster. The situation awareness model was divided into two stages: awareness of cyberdisaster situations and tabletop evaluations. Awareness of a disaster situation was carried out by determining the highest priority for disaster risk using the fuzzy failure modes and effects analysis (FMEA) method. The results of the first study show that the high-risk category contains ransomware attacks during pandemics and earthquakes. The second study performed a tabletop simulation questionnaire survey of earthquakes and ransomware attacks during a pandemic for several disaster teams with 152 respondents. The results of the survey evaluation of the earthquakes and ransomware attacks simulation survey show that the effect factors of cyberdisaster simulation decisions are 95% system capability (p < 0.05), 90% knowledge (p < 0.05), and 90% awareness of a disaster situation (p < 0.05); these factors show the effect of a disaster team’s decision during a tabletop simulation. The novelty of this research lies in building a model for how an organizational process determines the priority of a cyberdisaster tabletop simulation and the factors that contribute to increasing a disaster team’s awareness in dealing with cyberattacks.

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Quantifying the impact of educational methods for disaster risk reduction: A longitudinal study assessing the impact of teaching methods on student hazard perceptions

Cited by 15 publications

References 31 publications

Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria

Returning to normal? ‘Building back better’ in the Dominican education system after Tropical Storm Erika and Hurricane Maria

Arching from Function to Form—Important Design Elements of Simulation Exercises (SimEx) in Emergency Response and Disaster Risk Management

Development and Simulation of Cyberdisaster Situation Awareness Models

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