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National Curriculum: National Disaster? looks beyond the classroom and discusses the way in which the infrastructure of school codes of conduct, the physical environment of school sites and the hierarchy of human resources within schools impact on the aims and reality of the National Curriculum. An alternative skills-based educational programme is also outlined which may be more likely to fulfil the expectations that many parents now hold for the education of their children.
What is the relationship between education and natural disasters? Can education play a role in ameliorating and mitigating them, preparing people in how to respond, and even helping to prevent them? If so, how? Drawing on research carried out in a number of different countries, including Australia, China, India, Japan, the UK and the USA, the contributors consider the role of education in relation to natural disasters. The case studies expand conceptual and empirical understandings of the understudied relationship between education and natural disasters and uncover the potential and the limitations of education for mitigating, responding to, and potentially preventing, natural disasters. The contributors also consider the extent to which so-called natural disasters, such as mudslides caused by deforestation and flooding areas built on known flood plains, are linked to human behaviour and how education can impact on these.
Science and Technology in Disaster Risk Reduction in Asia: Potentials and Challenges provides both a local and global perspective on how to implement the Sendai Framework for Disaster Risk Reduction. Topics demonstrate the advancement of scientific research as it applies to early warning systems, including identifying risk and the strengthening of infrastructure for different types of hazards. Through different major disasters, it has become evident that there must be a balance between hard and soft technology and physical, process and social solutions. This book demonstrates how this has been successfully implemented in Asia, and how these applications can apply on a global basis. - Covers new research on the role of science in Disaster Risk Reduction and lessons learned when research has been applied - Utilizes case studies to outline the broader lessons learned - Focuses on the Sendai Framework, which was adopted in the Third UN World Conference in 2015
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Offers an informative introduction to the subject of disaster risk reduction education and highlights key places of education such as family, community, school, and higher education. This book describes and demonstrates different aspects of education in an easy-to-understand form with academic research and practical field experiences.
The second edition was to be written in order to keep both reader and student current in incident management. This was grounded in the fact that incident management systems are continually developing. These updates are needed to ensure the most recent and relevant information is provided to the reader. While the overall theme of the book will remain the same of the first edition, research and research-based case studies will be used to support the need for utilizing emergency incident management systems. Contemporary research in the use (and non-use) of an incident management system provides clear and convincing evidence of successes and failures in managing emergencies. This research provides areas where first responders have misunderstood the scope and use of an emergency incident management system and what the outcomes were. Contemporary and historical (research-based) case studies in the United States and around the globe have shown the consequences of not using emergency incident management systems, including some that led to increased suffering and death rates. Research-based case studies from major incidents will be used to show the detrimental effects of not using or misunderstanding these principles. One of the more interesting chapters in the new edition is what incident management is used around the world.
Beyond the tropical paradise and beyond the fear of climate change effects, the Maldives is a fascinating island country that faces social, cultural, economic and environmental transformations. Atolls of the Maldives: Nissology and Geography provides a spatial analysis on some key challenges the Maldivian society has to deal with, and guides the reader in the discovery of the human and environmental geography of this Indian Ocean archipelago. Geographers, political scientists, sociologists, geologists, biologists and experts in environmental policies help the audience to move through the complex systems of interrelations, connections and disconnections that shape the environment and the geography of this extraordinary archipelagic country.
Covid-19, disastrous series of earthquakes in Türkiye and Syria... How well prepared are young people to understand such catastrophic events and their impact upon societies? Since the beginning of recorded human history, pandemics and natural disasters have highly impacted the historical narratives of mankind. Each time, they remind humans how fragile they are and how limited their knowledge is. Despite their impact, these events are given little attention in history education. The first thematic report of the Observatory on History Teaching in Europe (OHTE) analyses how pandemics and natural disasters are taught across different levels of education. It gives a detailed overview of the teaching of the two topics in OHTE’s 16 member states, along with a cross country analysis – combining information provided by educational authorities and by history teachers themselves. The report refers to important areas of concern such as the inclusion of pandemics and natural disasters in history curricula, teachers’ pedagogical decisions about their teaching, multiperspectival approaches but also the use of scapegoating during these times of crises. The observatory’s mission is to provide a clear picture of the state of history teaching in Europe. Within the countries that are party to the observatory, this is done through OHTE reports on the state of history teaching and thematic reports, which explore particular areas of interest and how they are handled in history lessons. The observatory’s vision is embodied by its motto: “Teaching history, grounding democracy”. In practice, this means that it promotes quality history education in order to improve the understanding of democratic culture among young people. The Observatory on History Teaching in Europe is a Council of Europe enlarged partial agreement.