Disaster Education: The Silver Bullet

Author(s):  
Rajendra Kumar Bhandari
Author(s):  
Maila D.H. Rahiem ◽  
Husni Rahim ◽  
Imam Subchi ◽  
Zulkifli ◽  
Sururin ◽  
...  

Author(s):  
Anna Birney

AbstractMore and more people and organisations who are addressing complex sustainability challenges are turning to systems change practices. They are looking to get to grips with complexity and to better understand how to use their resources, position and influence to address the challenges. These people are working across civil society, philanthropy, business, international development, government and beyond. Many hope that adopting this emerging practice will give them the answers to the long held questions of – How do I know where to intervene? How do I know that what I am doing is the ‘right’ thing? Am I using my resources for their greatest effect? Once we have set ambitious goals around issues like inequality and climate change, how do I know I am creating impact?. In 1999 Donella Meadows wrote a paper entitled Leverage points: places to intervene in a system to help translate the work of systems dynamics into understanding where a small amount of energy might have a greater effect. Ever since, practitioners have been chasing these elusive leverage points trying to understand how this might be made useful and practical. There is, however, no silver bullet to changing a system. At Forum for the Future and through the School of System Change, we work on a number of different projects such as the Protein Challenge and Boundless Roots Community as well as collaborate on, coach and co-inquire with others such as the Marine CoLAB, Oneless, Lankelly Chase Foundation. In this paper we seek to build on systems change ideas and theories, using Forum for the Future experience of working with these ideas in practice, and offer actionable knowledge (Coghlan 2007) to other change makers who are grappling with these questions. This paper provides four qualities that help us understand the dynamics of a changing system, and how potential in these dynamics might be identified and be translated into strategy and interventions. I explore and illustrate these through cases and examples and raise the question about how change makers might value what we measure when understanding impact in the context of a changing system.


Author(s):  
Michael Elliott ◽  
Ray Dawson

With almost thirty years since the start of our quest to find Fred Brooks' magical “Silver Bullet” to slay our productivity horrors, and twenty years since the first Standish report on IT project success and failures, are we getting closer? This paper discusses and challenges current thinking on process improvement initiates to provide answers of how we can significantly improve IT project productivity and consider that to achieve a step change in improvement requires a different approach. Recent Standish research has highlighted the Agile Methodology as being particularly successful for the smaller IT project. However, what specifically is creating this improvement? Is it the process itself or is there something that the process enables? The hypothesis presented is that in order to create the step change improvement in IT project management delivery, we need to significantly improve the inter-personal skills of the whole IT project management team. The revolution for improved productivity will stem from challenging the typical career paths of technology learning to provide a much greater focus on the softer skills.


Author(s):  
Da-Hye Yeon ◽  
Ji-Bum Chung ◽  
Dong-Hyeon Im

The purpose of this study is to examine the factors of disaster experience that impact the effectiveness of disaster education on school students (children and teens). Following the magnitude 5.4 Pohang earthquake in 2017, Pohang City Hall conducted a school earthquake disaster education program over a period of four months (August to November) in 2018. Professors and graduate students from the Ulsan National Institute of Science and Technology taught around 5000 middle and high school students, while also conducting surveys. The experiences of the Pohang earthquake were analyzed and divided into cognitive responses and emotional responses. Students who felt activated emotional responses, surprise and fear, but not joy, tended to have more effective educational experiences. On the other hand, unpleasant emotional reactions, such as anger and sadness, had a negative effect on educational effectiveness. The cognitive response, which is perceived intensity in this research, did not impact educational effectiveness significantly. These results imply that the emotional responses of students are more important than their cognitive responses in providing a disaster education program. This means that even though an earthquake may be small in magnitude and may not cause physical damage, we still need to provide immediate disaster education to the children and teens if they are surprised and afraid of future disasters.


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