Communicating and Using Ensemble Flood Forecasts in Flood Incident Management: Lessons from Social Science

Author(s):  
David Demeritt ◽  
Elisabeth M. Stephens ◽  
Laurence Créton-Cazanave ◽  
Céline Lutoff ◽  
Isabelle Ruin ◽  
...  
Author(s):  
Ann Hayward Walker ◽  
LCDR Renee McKinnon ◽  
Liesel Ritchie ◽  
Duane Gill ◽  
Terry Hasenaeur ◽  
...  

Abstract Some oil spills become disastrous for communities who live and work in proximity of the spill, even when a disaster is not formally declared. For decades, social science researchers have reported the negative impacts of such oil spills on communities, but their findings remain in the literature and have not resulted in improvements to oil spill preparedness and response practice. Effective response to an oil spill which has the potential to become a social disaster requires leaders in emergency management to proactively address spill threats to public welfare in addition to stopping the release of oil and cleaning up the spill. To accomplish this, the oil spill community could proactively engage stakeholders at the grass-roots level to share information, address questions and concerns through risk communication, and include inputs for pre-spill planning. The capacity to engage with vulnerable communities and stakeholders before, during, and after an oil spill is one measure of a successful response. This paper is a collaborative effort among oil spill specialists, social science researchers, and community members on the Eastern Shore of Virginia to prepare for a serious oil spill and mitigate its potential threats. This remote area of global ecological significance is highly vulnerable to an offshore persistent oil spill that could negatively impact the way of life of many community members who depend upon the environment. Prior to this effort, community members were not engaged in oil spill preparedness. A subcommittee of the Virginia Area Committee sought community input in developing a new annex of the Area Contingency Plan. This effort engaged non-governmental organizations (NGOs), academia, watermen, local governmental agencies, and others on the Eastern Shore, recognizing the importance of two-way communications with stakeholders, rather than one-way outreach. In addition, social scientists who have studied major spills identify opportunities to adapt oil spill practices and help communities recover from potential psychosocial and incident-specific impacts. The community aspects of the new annex were exercised during a 4-day, full-scale Area Exercise under Preparedness for Response Exercise Program (PREP), along with other pre-exercise activities, to support public welfare and community resiliency. Through this work, the authors demonstrate adaptations to strengthen incident management by leveraging networks of trusted relationships developed during planning with local government, elected officials, and communities.


Author(s):  
David Demeritt ◽  
Elisabeth M. Stephens ◽  
Laurence Créton-Cazanave ◽  
Céline Lutoff ◽  
Isabelle Ruin ◽  
...  

2018 ◽  
Author(s):  
Michael D. Ward ◽  
John S. Ahlquist

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.


1989 ◽  
Vol 44 (6) ◽  
pp. 961-964 ◽  
Author(s):  
Alan Feingold
Keyword(s):  

1981 ◽  
Vol 36 (5) ◽  
pp. 480-487 ◽  
Author(s):  
Russell H. Weigel ◽  
Jeffrey J. Pappas
Keyword(s):  

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