scholarly journals Training the next generation of disaster risk managers through sustainability research and teaching

AD-minister ◽  
2016 ◽  
pp. 157-176
Author(s):  
Amr Addas ◽  
Stefanie D Kibsey ◽  
Gary Ng ◽  
Thomas Walker ◽  
Keyword(s):  
Disaster Risk ◽  
Next Generation ◽  
Research And Teaching ◽  
Sustainability Research ◽  
Risk Managers

Questioning the ‘bleeding obvious’: What’s the point of researching journalism?

Journalism ◽  
2011 ◽  
Vol 13 (1) ◽  
pp. 21-37 ◽  
Author(s):  
Tony Harcup
Keyword(s):  
Higher Education ◽  
Theory And Practice ◽  
Journalism Education ◽  
Next Generation ◽  
Scholarly Research ◽  
Vocational Skills ◽  
Sample Group ◽  
Journalism Studies ◽  
Research And Teaching ◽  
Scholarly Inquiry

Within higher education, journalism studies is often seen as an uncomfortable bedfellow with journalism training; there is evidence of a pervasive disconnect between research and teaching, as between theory and practice. However, voices within journalism education are calling for a more critical curriculum informed by scholarly research. There are suggestions that the journalists now doing much of the teaching within university journalism departments could play a key role in establishing a more critical journalism education and, by doing so, contributing towards more critical forms of journalism. Within this context, do journalists-turned-journalism-educators see any point in researching journalism or would they rather simply pass on vocational skills to the next generation? This article is based on asking a sample group of such ‘hackademics’ working in UK and/or Irish universities about the utility of scholarly inquiry into journalism. The article suggests that exploring ostensibly ‘bleeding obvious’ aspects of journalism may not be the pointless exercise derided by some commentators; rather, it could be precisely what journalism educators ought to be doing.

scholarly journals Educating for Sustainability: Perspectives and Critical Notes on Accounting Scholars’ Role in Higher Education

2017 ◽  
Vol 64 (4) ◽  
pp. 411-422 ◽  
Author(s):  
Mara del Baldo ◽  
Maria-Gabriella Baldarelli
Keyword(s):  
Methodological Approach ◽  
Research Literature ◽  
Environmental Accounting ◽  
Social Needs ◽  
Education For Sustainability ◽  
Crucial Point ◽  
Research And Teaching ◽  
Sustainability Research ◽  
The Social ◽  
Real Practice

Abstract Education for sustainable development represents a relevant issue that allows Universities to lead and respond to social needs towards a more sustainable life and a complete change in the global paradigm of education and involvement of society. A crucial point for developing a culturally sensitive vision is to deepen the scholars’ genuine commitment to sustainability. A pillar of sustainability education should rest on authenticity, intended as coherence between the scholars’ research and teaching arguments relative to sustainability and the concrete behaviors held in their professional and personal spheres of life. Starting from this premise, the papers aims to inquire if there is a decoupling between the concepts scholars contribute to promote within the sustainability discourse and the real practice of sustainability in their personal and professional experience. “Is there a missing link between what scholars teach and study, thereby contributing to sustainability research and their daily choices and style of life?” After having presented the research design and the methodological approach adopted to empirically investigate the phenomenon the attention has been focused on the social and environmental accounting research literature, where some contributions claim for the presence of “blue meanies” that invade the world of scholarship, reflection, collegiality and hinder the development of challenges toward sustainability. The preliminary results of the explorative study suggest that a lot of tension related to education for sustainability improve the transfer of sustainable values and attitudes within the scientific community and the students, while several factors hinder sustainable behaviors in the daily professional and personal life of scholars, thus undermining relationships which are a pillar of sustainability.

scholarly journals Training for Research and Teaching in Geropsychology: Preparing the Next Generation of Scholars and Educators

2015 ◽  
Vol 37 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Brian D. Carpenter ◽  
Erin Sakai ◽  
Michele J. Karel ◽  
Victor Molinari ◽  
Jennifer Moye
Keyword(s):  
Next Generation ◽  
Research And Teaching

scholarly journals <i>Breaking the Silos</i>: an online serious game for multi-risk disaster risk reduction (DRR) management

2021 ◽  
Vol 4 (3) ◽  
pp. 383-397
Author(s):  
Marleen Carolijn de Ruiter ◽  
Anaïs Couasnon​​​​​​​ ◽  
Philip James Ward
Keyword(s):  
Risk Reduction ◽  
Game Design ◽  
Disaster Risk Reduction ◽  
Expert Knowledge ◽  
Disaster Risk ◽  
Serious Game ◽  
Economic Sectors ◽  
Federal Institute ◽  
Institute Of Technology ◽  
Risk Managers

Abstract. The increased complexity of disaster risk, due to climate change, expected population growth and the increasing interconnectedness of disaster impacts across communities and economic sectors, requires disaster risk reduction (DRR) measures that are better able to address these growing complexities. Especially disaster risk management (DRM) practitioners need to be able to oversee these complexities. Nonetheless, in the traditional risk paradigm, there is a strong focus on single hazards and the risk faced by individual communities and economic sectors. The development of the game and how it aims to support a shift from a single-risk to a multi-risk paradigm are discussed in detail. Breaking the Silos is a serious game designed to support various stakeholders (including policy makers, risk managers, researchers) in understanding and managing the complexities of DRR measures in a multi-risk (multi-hazard) setting, thereby moving away from hazard-silo thinking. What sets Breaking the Silos apart from other disaster risk games is its explicit focus on multi-risk challenges. The game includes different hazard types and intensities (and their interactions), different impact indicators, and (a)synergies between DRR measures. Moreover, the spread of expert knowledge between different participants and the high levels of freedom and randomness in the game design contribute to a realistic game. The game was launched during the World Bank GFDRR's Understanding Risk 2020 Forum and later played again with the same settings with researchers from the Swiss Federal Institute of Technology (ETH) in Zurich. Feedback from the pre- and post-game surveys indicates that Breaking the Silos was found useful by the participants in increasing awareness of the complexities of risk.

scholarly journals DEVELOPING AGENT-BASED TSUNAMI EVACUATION MODEL FOR PEDESTRIAN AND CAR EVACUEES

2020 ◽  
pp. 12
Author(s):  
Tomoyuki Takabatake ◽  
Kota Fujisawa ◽  
Miguel Esteban ◽  
Tomoya Shibayama
Keyword(s):  
Tsunami Wave ◽  
Disaster Risk ◽  
Tsunami Inundation ◽  
Agent Based ◽  
Simulation Tools ◽  
Disabled Elderly ◽  
Vulnerable People ◽  
The Disabled ◽  
Evacuation Model ◽  
Risk Managers

Appropriate evacuation strategies play an important role in saving lives during tsunamis. Evacuation by vehicle is generally not recommended, as it would induce severe congestion on roads. Nevertheless, it could be helpful for vulnerable people (e.g. the disabled, elderly, or infants) who live in an area which a tsunami would reach immediately after an earthquake, and cannot walk fast. Despite this, to date there are few simulation tools that can accurately reproduce the evacuation behavior of both pedestrians and vehicles as well as the tsunami inundation process. To help disaster risk managers with this problem, the authors newly developed an agent-based tsunami evacuation model that can consider both tsunami wave hydrodynamics and the behavior of both of these types of agents (i.e. vehicles and people) during evacuation.Recorded Presentation from the vICCE (YouTube Link): https://youtu.be/ZurujpEE0hY

scholarly journals Breaking the Silos: an online serious game for multi-risk DRR management

2021 ◽  
Author(s):  
Marleen C. de Ruiter ◽  
Anaïs A. Couasnon ◽  
Philip J. Ward
Keyword(s):  
Game Design ◽  
Expert Knowledge ◽  
Disaster Risk ◽  
Serious Game ◽  
Economic Sectors ◽  
Federal Institute ◽  
Strong Focus ◽  
Before And After ◽  
Institute Of Technology ◽  
Risk Managers

Abstract. The increased complexity of disaster risk due to climate change, expected population growth and the increasing interconnectedness of disaster impacts across communities and economic sectors, require Disaster Risk Reduction (DRR) measures that are better able to address these growing complexities. Especially Disaster Risk Management (DRM) practitioners need to be able to oversee these complexities. Nonetheless, in the traditional risk paradigm, there is a strong focus on single hazards and the risk faced by individual communities and economic sectors. Breaking the Silos is a serious game designed to support various stakeholders (including policy makers, risk managers, researchers) in understanding and managing the complexities of DRR measures in a multi-(hazard) risk setting, thereby moving away from hazard-silo thinking. What sets Breaking the Silos apart from other disaster risk games, is its explicit focus on multi-risk challenges. The game includes different hazard types, intensities, and their interactions, different impact indicators, and (a)synergies between DRR measures. Moreover, the spread of expert knowledge between different participants and the high levels of freedom and randomness in the game design contribute to a realistic game. The game was successfully launched during the World Bank GFDRR’s Understanding Risk 2020 Forum and later played again with the same settings with researchers from the Swiss Federal Institute of Technology (ETH) in Zurich. Before and after playing the games, participants were asked to complete surveys asking them about their perception of the challenges of DRM and whether the game raised their awareness of these challenges. The preliminary findings indicate that Breaking the Silos was found useful by the participants in increasing awareness of the complexities of risk.

scholarly journals HAZAGORA: will you survive the next disaster? – a serious game to raise awareness about geohazards and disaster risk reduction

2015 ◽  
Vol 3 (9) ◽  
pp. 5209-5245
Author(s):  
S. Mossoux ◽  
A. Delcamp ◽  
S. Poppe ◽  
C. Michellier ◽  
F. Canters ◽  
...  
Keyword(s):  
Risk Management ◽  
Risk Reduction ◽  
Disaster Risk Reduction ◽  
Management Strategies ◽  
Disaster Risk ◽  
African Countries ◽  
School Students ◽  
Risk Management Strategies ◽  
Reduction Strategies ◽  
Risk Managers

Abstract. Natural disasters are too often presented as resulting from extreme natural phenomena affecting helpless populations, with people being insufficiently aware of the factors leading to disasters and of the existing strategies to mitigate their impacts. We developed a board game aimed at raising awareness about geohazards and disaster risk reduction strategies. The target groups are (1) secondary school students and citizens, and (2) scientists and stakeholders involved in risk management activities. For the first group, the aim is to induce a better understanding of geohazards and disasters they are confronted with in the media or in their daily life; for the second, the objective is to generate discussion about risk management strategies. The game was tested with students in Belgium and with citizens, earth scientists and risk managers in several African countries. Based on the game strategies analysis, the players' reactions during the game and their answers to a short questionnaire, we analyzed the main learning outcomes conveyed by this game. The Hazagora game appears to positively enhance the players' insight in processes involved in disasters. As such, the game is an effective playful learning tool to introduce participants to the concept of geohazard and disaster and to generate discussion.

Towards a multi-risk, multi-sector, systemic approach to risk management

2021 ◽  
Author(s):  
Philip Ward ◽  
Keyword(s):  
Risk Management ◽  
Paradigm Shift ◽  
Research Programme ◽  
Disaster Risk ◽  
Decision Makers ◽  
Systemic Approach ◽  
Disaster Risk Management ◽  
Trade Offs ◽  
Increase Risk ◽  
Risk Managers

&lt;p&gt;Whilst the last decade saw huge scientific advances in understanding natural hazard risks, most research and policy still addresses risk from a single-hazard, single-sector, perspective. This presents obstacles for addressing real-world challenges faced by risk managers and other decision-makers. Firstly, multiple hazards can have interrelated effects on risk. How can risk be better managed by considering these interrelated effects? Secondly, disaster risk management (DRM) measures taken to reduce risk from one hazard may increase risk from another hazard. How can we better account for these dynamic feedbacks between risk drivers? Thirdly, these interrelated effects have impacts across sectors. How can we account for these trade-offs and synergies across sectors, regions, and hazards? The aforementioned challenges exist within the context of an increasingly interconnected world, increased pressure for space, and climate change, in which the magnitude and frequency of single and multi-hazards are changing at an unprecedented rate. A paradigm shift is needed to successfully address these kinds of complex questions and challenges.&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;&lt;p&gt;The vision of the MYRIAD-EU team is to catalyse this paradigm shift required to move towards a multi-risk, multi-sector, systemic approach to risk management. We embark on a research programme that aims to enable policy-makers, decision-makers, and practitioners to develop forward-looking disaster risk management pathways that assess trade-offs and synergies across sectors, hazards, and scales. To do this, we will co-develop a framework for multi-hazard, multi-sector, systemic risk management, and state-of-the-art products and services to operationalise the framework. To test our framework, products and services, we plan to implement them with stakeholders in five Pilots: North Sea, Canary Islands, Scandinavia, Danube, Veneto. In this contribution, we will present the plans and vision for this ambitious research programme and look for links with existing risk multi-risk projects, networks, and activities.&lt;/p&gt;

Working with the divides

2017 ◽  
Vol 18 (5) ◽  
pp. 666-680 ◽  
Author(s):  
Helen Avery ◽  
Birgitta Nordén
Keyword(s):  
Higher Education ◽  
Knowledge Exchange ◽  
Theory And Practice ◽  
Education For Sustainability ◽  
Action Orientation ◽  
Content Type ◽  
Research And Teaching ◽  
Sustainability Research ◽  
Sustainability Theory ◽  
The University

Purpose The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness. Design/methodology/approach Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared. Findings Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches. Research limitations/implications However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers. Practical implications Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability. Social implications Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels. Originality/value The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.

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