School disaster resilience assessment in the affected areas of 2011 East Japan earthquake and tsunami

Shiwaku, Koichi; Ueda, Yutaka; Oikawa, Yukihiko; Shaw, Rajib

doi:10.1007/s11069-016-2204-5

Cited by 44 publications

(36 citation statements)

References 18 publications

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“…c. The co-occurring human and nonhuman systems are not specified as they are likely to vary, depending on risk specifics. For example, in instances where disasters have challenged the learning or development of a student the human and nonhuman systems could include school-community partnerships and the built and natural environment (as in the study by Shiwaku et al, 2016). In comparison, when structural disadvantage and communicable disease challenge the learning or development of students, the human and nonhuman systems may well be supportive parents, safe schools, and welfare (i.e., cash transfers), as in the study by Cluver et al (2019).…”

Section: Three Propositionsmentioning

confidence: 99%

“…Waters et al (2010) expressed concern that studies of positive student outcomes (e.g., school connectedness) have marginalized the role of organizational impacts (particularly the built environment). However, organizational systems (including the built school environment) are surfacing in studies relating to school capacity for disaster resilience (e.g., Shiwaku, Ueda, Oikawa, & Shaw, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Learning About Systemic Resilience From Studies of Student Resilience

Theron¹

2021

Multisystemic Resilience

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Manifold studies account for student resilience—that is, successful learning and development in the face/aftermath of significant stressors. These studies compel attention to multiple systems at micro and macro level, and associated supports, that scaffold positive student outcomes in the face of risk. Accordingly, this chapter uses student resilience studies to make a case for a more systemic understanding of human resilience. An exploration of the interacting systems that co-facilitate student resilience prompts three propositions: (a) the resilience of a challenged human system (or subsystem) is meaningfully co-facilitated by co-occurring human and non-human systems at the micro through to macro levels; (b) co-occurring, co-facilitative systems are functional (i.e., resilient) systems; and (c) there might be a cost to the co-facilitative system or subsystem, but this potential cost can be moderated by the provision of relevant interventions and/or rewards.

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Section: Three Propositionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning About Systemic Resilience From Studies of Student Resilience

Theron¹

2021

Multisystemic Resilience

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“…However, there are none that focus on teaching about earthquakes. Consequently, this study attempts to ascertain the level of understanding of concepts on earthquakes among geography teachers, as they are the key communicators of teaching and learning sessions in schools, especially in the classroom (Dorasamy, Raman & Kaliannan, 2013;Ohnishi & Mitsuhashi, 2013;Panic, 2013;Taylor, 2011;Shiwaku & Shaw, 2016). It is, therefore, in this study, the researcher will examine the level of understanding of the concept of earthquakes which refers to the mastery of concepts, cause, types, processes and effects of earthquakes and differences in gender and period of teaching.…”

Section: Problem Statementmentioning

confidence: 99%

“…They are typically associated with fires, landslides, floods, outbreaks, and social panic, which eventually lead to adverse consequences (Zhang, Weng & Huang, 2018). Education is seen as the best medium to help reduce the risk of building disaster resilience for people in areas vulnerable to earthquakes (Shiwaku, Ueda & Shaw, 2016). Torani, Majd, Maroufi, Dowlati & Sheikhi (2019) also proclaim that a good understanding of earthquakes and preparation is important in the context of earthquake education.…”

mentioning

confidence: 99%

Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah

Rabe¹,

Bikar²,

Rathakrishnan³

et al. 2021

Review of International Geographical Education Online

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2015) reports that in the next 20 years a large-scale earthquake will hit Sabah. This inevitability means that the local community needs to be sufficiently informed so as to be prepared for disaster. Formal education can be used as a medium for conveying knowledge about earthquakes. However, scholars believe that to impart such knowledge, teachers' understanding of earthquake concepts needs to be evaluated as they are the main sources of information on the topic. This study applied a concurrent triangulation mixed-method model to explore the understanding of earthquake concepts among Geography teachers in Ranau. The quantitative data were collected through a survey, while the qualitative data were collected through teachers' interviews. Random sampling methods were used to select 80 Geography teachers from nine secondary schools in Ranau, Sabah. Of these, 18 were selected through the purposive sampling method for interviews. Triangulation of quantitative and qualitative data revealed that the level of understanding of the earthquake concept and the level of readiness for an earthquake disaster is moderate. The findings also indicated that female teachers are more aware of the concept of earthquakes and male teachers are more prepared for them due to physical and emotional factors. Furthermore, senior teachers are more aware of the concepts and are more prepared for the earthquake than their junior colleagues. Finally, the findings of this study contribute to the science of earthquake education in Malaysia and aid Geography teachers, as well as assisting schools to help teachers improve their understanding of earthquake concepts.

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“…Risk and resilience education make up for one of the three pillars of the Comprehensive School Safety Framework of the United Nations International Strategy for Disaster Reduction, which is a global alliance acting in and for the educational sector (GADRRRES, 2017). Integrated resilience assessments highlight the fruitful relationship between schools and their community (Shiwaku et al, 2016). The Istituto Nazionale di Geofisica e Vulcanologia (INGV) is aligned with all these actions by having schools as a priority in the task of promoting a diffuse culture of Disaster Risk Reduction.…”

Section: Introductionmentioning

confidence: 99%

Seismic risk communication: let’s students show their own way

Piangiamore

Falsaperla²,

Eva³

et al. 2020

Annals of Geophysics

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Risk communication has been playing an increasing role in modern society and in our lives. Normally framed to prompt reduction of vulnerability to hazards, it tackles issues ranging from prevention to preparedness and addresses a variety of stakeholders, each with a specific role within a community. However, the way to have the most effective risk communication in the long run is to engage young people: they seed the roots that shape future, increase the potential impact of risk mitigation and help build community resilience. This is the vision that drives the Istituto Nazionale di Geofisica e Vulcanologia (INGV) intervention in the field of seismic risk education. The “Are you taking too many risks?” was a school contest that INGV carried out for the schools involved in the risk communication campaign “Know your school: be safe!” of the project KnowRISK (Know your city, Reduce seISmic risK through non-structural elements) funded by the European Commission DG-ECHO. Students, within a framework of cooperative learning, were asked to develop risk communication tools, being their peers the target public. It was an experiment of public engagement in risk communication that allowed young people to express their point of view and the way they would discuss and approach risks. Cartoons, animated drawings, interviews, and videos showed the way students see risk mitigation, in the age of parkour. The details of each students’ product are a lesson learned to shape risk communication campaigns in the future.

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School disaster resilience assessment in the affected areas of 2011 East Japan earthquake and tsunami

Cited by 44 publications

References 18 publications

Learning About Systemic Resilience From Studies of Student Resilience

Learning About Systemic Resilience From Studies of Student Resilience

Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah

Seismic risk communication: let’s students show their own way

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