Teaching Hazards Geography and Geographic Information Systems: A Middle School Level Experience

Mitchell, Jerry T.; Borden, Kevin A.; Schmidtlein, Mathew C.

doi:10.2167/irgee234.0

Cited by 2 publications

(3 citation statements)

References 24 publications

(28 reference statements)

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“…A number of factors drive teaching about environmental hazards: (1) the belief that understanding events might help us avoid their consequences; (2) their spectacular impacts interest students; (3) their routine occurrence makes for useful "current event" discussions; and (4) hazards allow for an integrative discussion of physical and social systems (Mitchell, Borden, & Schmidtlein, 2008). Hazards education has previously focused on two main areas.…”

Section: Hazards Educationmentioning

confidence: 99%

“…Hazards education has previously focused on two main areas. The first appraises the content of hazards instruction or methods of delivery (Lidstone, 1990(Lidstone, , 1996Mitchell et al, 2008). The second follows the creation of teaching materials, such as hazards maps, and their use (Anderson, 1987;Butler, 1988;Cross, 1988;Lewis, 2006).…”

Section: Hazards Educationmentioning

confidence: 99%

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Development of an online hazards atlas to improve disaster awareness

Battersby

Mitchell

Cutter

2011

International Research in Geographical and Environmental Educat

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Understanding the causes, effects and geographic patterns of local hazards is important for helping individuals make educated decisions about how to respond to their threat. Unfortunately, it is often difficult to find comprehensive sources of information about local hazards. In this paper, we discuss the development of an online hazards atlas for the state of South Carolina. We have designed this atlas to facilitate awareness about the causes and effects of hazards. An effective method for communicating this information is through education and awareness programs for children, so we have designed this atlas primarily as an educational tool for K-12 students. However, we have also structured the atlas to ensure that it provides details of interest to the general population. In this paper, we focus on educational, methodological and technical aspects of development of the online hazards atlas to highlight both the benefits and challenges of this type of product and to emphasize where it fits as a tool for improving hazards education. In addressing these issues, we present a model that can be adapted for use in other geographic areas. IntroductionThe recent Grand Challenges for Disaster Reduction (NSTC [National Science and Technology Council -Subcommittee on Disaster Reduction], 2005) report suggested six broad challenges for reducing the impacts of disasters -one of these challenges was to "promote risk-wise behavior" through better communication of information about hazards (NSTC, 2005, p. 2). Learning about the causes, effects and geographic patterns of hazards is an important part of understanding the local environment. A population that is knowledgeable about hazards is critical so that individuals can make educated decisions about how to respond to the threat of different types of hazards; this can help to create a more "safe society" (Press, 1989). Thus, there is a need for focused educational materials designed to improve public awareness so that individuals can make more intelligent decisions about preparing for, surviving and recovering from hazards when they occur. Blanchard-Boehm and Cook (2004) have indicated that in order to motivate hazard preparedness and mitigation, we need resources that can communicate clearly to individuals with little to no personal experience with specific hazards. Even for individuals with personal experience, the reiteration of information about the risks of hazards is important. Unfortunately, it is often difficult to find comprehensive sources of information about local hazards .

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Section: Hazards Educationmentioning

confidence: 99%

Section: Hazards Educationmentioning

confidence: 99%

Development of an online hazards atlas to improve disaster awareness

Battersby

Mitchell

Cutter

2011

International Research in Geographical and Environmental Educat

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“…They promulgated a research paradigm that involved assessing risk from a natural event, identifying adjustments to cope with the hazards, determining people`s perception of the event, defining the process by which people choose adjustment and estimating the effects and public policy on the process (Shrestha, 2005). Mitchell et al, (2008) also argue that the late Gilbert F. White pressed the geographic community on the issues of natural hazards with no uncertain terms.…”

Section: Introductionmentioning

confidence: 99%

Disasters: Spatio-Temporal Distribution of Dhankuta District, Nepal

Linkha

2020

Rupantaran

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This paper attempts to analyze the temporal and spatial distribution of disaster in Dhanktua district, Nepal. It provides information regarding when and where the disasters have mostly occurred in Dhankuta. Disaster can occur at any time at anywhere although every disaster has a temporal and spatial dimension which helps to predict the future events In this context, this paper provides the history and trend of disasters in Dhankuta. This paper is based on mostly secondary data extracted from the Ministry of Home Affairs, Disaster Risk Reduction (DRR) Portal. To analyze this, mostly descriptive methods has been applied where the quantitative method also applied for the reflection of disaster data. Fire, landslide, heavy rainfall and thunderbolt were the major disasters that frequently occurred in this district during 2017-2019. It is found that fire incidents were frequently occurred in the month of March, the landslide in July, heavy rainfall in July and thunderbolt in April. It is interesting that, those years where the incidents of fire were higher the incidents of the landslide were low and vice versa and there is a positive relationship between landslide and heavy rainfall. This study will important to local levels and relevant agencies for disaster preparedness because the impact of the disaster is based on the level of preparedness. This analysis is based on limited data which covered 10 March 2017 to 31 December 2019. This study provides a new perspective in the field of disaster where temporal and spatial dimensions are considered.

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Teaching Hazards Geography and Geographic Information Systems: A Middle School Level Experience

Cited by 2 publications

References 24 publications

Development of an online hazards atlas to improve disaster awareness

Development of an online hazards atlas to improve disaster awareness

Disasters: Spatio-Temporal Distribution of Dhankuta District, Nepal

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