scholarly journals The COVID-19 Crisis Management as the Management of a Project. Lessons Learned in Spain

2021 ◽  
Vol 11 (2) ◽  
pp. 13-23
Author(s):  
José Francisco Muñoz-Villalba
Keyword(s):  
Crisis Management ◽  
Lessons Learned

The ethics of pandemic preparedness revisited - autonomy, quarantine, transferability and trust

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
P Schröder-Bäck ◽  
T Schloemer ◽  
K Martakis ◽  
C Brall
Keyword(s):  
Crisis Management ◽  
Ethical Issues ◽  
Lessons Learned ◽  
Point Of View ◽  
Ethical Challenges ◽  
Pandemic Preparedness ◽  
Ethical Aspects ◽  
Outbreak Management ◽  
Ethics Framework ◽  
Ethical Point

Abstract Background The outbreak of SARS in 2002 lead to a public health ethics discourse. The crisis management of that time was ethically analysed and lessons to be learned discussed. Scholarship and WHO, among others, developed an ethics of pandemic preparedness. The current “corona crisis” also faces us with ethical challenges. This presentation is comparing the two crises from an ethical point of view and a focus on Europe. Methods An ethics framework for pandemic preparedness (Schröder et al. 2006 and Schröder-Bäck 2014) is used to make a synopsis of ethical issues. Ethical aspects of 2002 and 2020 that were discussed in the literature and in the media are compared. For 2020, the focus is on interventions in Italy, Germany, Switzerland, and the Netherlands. Results Topics that emerged from the 2002 crisis were, among others, revolving around aspects of stigmatisation and fair distribution of scarce resources (esp. vaccines, antivirals). Currently, most urgent and ethically challenging aspects relate to social distancing vs. autonomy: Isolation and quarantine are handled differently across Europe and the EU. Questions of transferability of such interventions prevail. Contexts vary vertically over time (2002 vs. 2020) and horizontally (e.g. between Italy and Germany at the same time). Furthermore, trust in authorities, media and health information is a key issue. Conclusions Ethical aspects are key for good pandemic preparedness and management. The context of the crises between 2002 and 2020 has slightly changed, also based on “lessons learned” from 2002. This has implications on ethical issues that are being discussed. New lessons will have to be learned from the 2020 crisis. Key messages Pandemic preparedness and outbreak management entail many ethical tensions that need to be addressed. Currently, questions of trust and transferability are key to the crisis management, further ethical issues could still emerge.

scholarly journals A Taxonomy of Crisis Management Functions

2020 ◽  
Vol 12 (12) ◽  
pp. 5147
Author(s):  
Todor Tagarev ◽  
Valeri Ratchev
Keyword(s):  
Crisis Management ◽  
Lessons Learned ◽  
The European Union ◽  
Crisis Communications ◽  
Research And Innovation ◽  
Technological Advances ◽  
Innovation Project ◽  
Risk Reduction Measures ◽  
Search For Information ◽  
Management Functions

The management of crises triggered by natural or manmade events requires a concerted effort of various actors crossing institutional and geographic boundaries. Technological advances allow to make crisis management more effective, but innovation is hindered by dispersed and often disconnected knowledge on the lessons learned, gaps, and solutions. Taxonomies enable the search for information of potential interest. This article presents a taxonomy of crisis management functions, designed on the basis of a conceptual model integrating the concepts of hazard, vulnerability, risk, and community, and the main consequence- and management-based concepts. At its highest level, the taxonomy includes ten functional areas: preparatory (mitigation, capability development, and strategic adaptiveness), operational (protection, response, and recovery), and common (crisis communications and information management; command, control, and coordination; logistics; and security management). The taxonomy facilitates the navigation of online platforms and the matching of needs and solutions. It has broader applications, e.g., for structuring the assessment of the societal impact of crisis management solutions and as a framework for a comprehensive assessment of disaster risk reduction measures. While the taxonomy was developed within a research and innovation project supported by the European Union, it reflects and is compatible with established international concepts and classification schemes, and is thus applicable by a wider international community.

scholarly journals Panel 2.18: Logistics, Information Technology (IT), and Telecommunications in Crisis Management

2005 ◽  
Vol 20 (6) ◽  
pp. 464-467 ◽  
Author(s):  
Terrence De Silva ◽  
Jyotsna Chikersal ◽  
Nigel Snoad ◽  
Brent Woodworth ◽  
Cherif Ghaly ◽  
...  
Keyword(s):  
Information Technology ◽  
Crisis Management ◽  
Lessons Learned ◽  
World Health ◽  
Tsunami Disaster ◽  
Needs Assessments ◽  
The World ◽  
Logistics Information ◽  
Major Section ◽  
Health Organization

AbstractThis is a summary of the presentations and discussion of Panel 2.18, Logistics, Information Technology, and Telecommunication in crisis Management of the Conference, Health Aspects of the Tsunami Disaster in Asia, convened by the World Health Organization (WHO) in Phuket, Thailand, 04–06 May 2005. The topics discussed included issues related to logistics, information Technology (IT), and crisis communication pertaining to the responses to the damage created by the Tsunami. It iss presented in the following major sections: (1) issues; (2) lessons learned; (3)what was done well; (4)what could have been done better; and (5)conclusions and recommendations. Each major section is presented in four sub-sections: (1) needs assessments; (2) coordination; (3) filling the gaps; and (4) capacity building.

ESDP in Practice: Crisis Management without Strategic Planning

2011 ◽  
Vol 15 (1-2) ◽  
pp. 178-199 ◽  
Author(s):  
Muriel Asseburg ◽  
Ronja Kempin
Keyword(s):  
Strategic Planning ◽  
Crisis Management ◽  
Organised Crime ◽  
Lessons Learned ◽  
Sub Saharan Africa ◽  
European Security ◽  
Global Security ◽  
Member States ◽  
The Balkans ◽  
The Eu

In 2003, the EU declared its civilian and military crisis management instruments ready for deployment. Since then, EU member states have demonstrated their capability to act as a global security player. They have deployed civil missions and military operations to Sub-Saharan Africa, the Balkans, the Eastern neighbourhood, the Near and Middle East, and even to Asia. Th ese engagements have encompassed a variety of approaches and tools to crisis management and stabilisation, ranging from the training of security forces and the support for the rule of law, to the provision of a military or civilian presence, to safeguard elections or to monitor border arrangements and ceasefire agreements, to the fight against piracy or other forms of organised crime. Altogether, by the end of 2009, the EU had conducted 23 missions and operations under the European Security and Defence Policy (ESDP). The EU has made considerable progress on its way to becoming a global security actor. However, case studies show that many ESDP engagements face substantial shortcomings – chief among them the lack of long-term, strategic planning for future deployments, a binding and institutionalised “lessons learned” process as well as a consistent follow-up by member states and EU institutions involved.

scholarly journals Lessons learned from urgent computing in Europe: Tackling the COVID-19 pandemic

2021 ◽  
Vol 118 (46) ◽  
pp. e2024891118
Author(s):  
Núria López ◽  
Luigi Del Debbio ◽  
Marc Baaden ◽  
Matej Praprotnik ◽  
Laura Grigori ◽  
...  
Keyword(s):  
Crisis Management ◽  
Computer Simulations ◽  
Lessons Learned ◽  
Mitigation Strategies ◽  
For Profit ◽  
Not For Profit ◽  
Societal Challenges ◽  
The World ◽  
Advanced Computing ◽  
Urgent Computing

PRACE (Partnership for Advanced Computing in Europe), an international not-for-profit association that brings together the five largest European supercomputing centers and involves 26 European countries, has allocated more than half a billion core hours to computer simulations to fight the COVID-19 pandemic. Alongside experiments, these simulations are a pillar of research to assess the risks of different scenarios and investigate mitigation strategies. While the world deals with the subsequent waves of the pandemic, we present a reflection on the use of urgent supercomputing for global societal challenges and crisis management.

scholarly journals Twelve tips for effective crisis response in medical education institutions: Lessons learned from COVID-19

2020 ◽  
Author(s):  
Samar A. Ahmed ◽  
Mohamed H. K. Shehata ◽  
Raymond L Wells ◽  
Hani Atwa ◽  
Hebat Allah Amin
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Crisis Management ◽  
Health Care Professionals ◽  
Task Force ◽  
Well Being ◽  
Crisis Response ◽  
Lessons Learned ◽  
Educational Process ◽  
Psychological Well Being

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic. Medical Education Institutions are required to build a task force team for crisis management. These should be committed to supporting a sudden online education transition, academic support, and psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the task force has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders. Herein, we provide tips that can provide a guide for medical education leaders to coordinate crisis management.

Curriculum Design and Development at the Nexus of International Crisis Management and Information Systems

2010 ◽  
Vol 2 (3) ◽  
pp. 51-60
Author(s):  
Keith Clement
Keyword(s):  
Information Systems ◽  
Crisis Management ◽  
Homeland Security ◽  
Curriculum Design ◽  
Crisis Response ◽  
Lessons Learned ◽  
Academic Program ◽  
Academic Programs ◽  
Organizational Purpose ◽  
K 12

This case study discusses the role of education, curriculum development, research, and service in supporting information systems for crisis response management. The study describes the Council for Emergency Management and Homeland Security (CEMHS) organization that designs and develops academic programs and courses in these specialized areas. CEMHS combines all levels of education in California (from K-12 and postsecondary education) into a “state-wide solution” and network of academicians and professionals in emergency and disaster management, crisis response, and homeland security education and training. The organizational purpose is constructing a “vertical track” of academic programs and specialized programs to benefit and enhance information resource and crisis management. The implications and lessons learned from building collaborative partnerships between the crisis and disaster response academic and professional communities in academic program development and research initiatives are also discussed.

NATO's Lessons in Crisis

2018 ◽  
Author(s):  
Heidi Hardt
Keyword(s):  
Crisis Management ◽  
Lessons Learned ◽  
Formal Learning ◽  
Survey Experiment ◽  
International Crisis ◽  
Learning Capacity ◽  
Critical Knowledge ◽  
Institutional Memory ◽  
High Level ◽  
International Crisis Management

In crisis management operations, strategic errors can cost lives. Some international organizations (IOs) learn from these failures, whereas, others tend to repeat them. Given high rates of turnover and shorter job contracts, how do IOs such as NATO retain any knowledge about past errors? Institutional memory enhances prospects for reforms that can prevent future failures. The book provides an explanation for how and why IOs develop institutional memory in international crisis management. Evidence indicates that the design of an IO’s learning infrastructure (e.g. lessons learned offices and databases) can inadvertently disincentivize IO elites from using it to share knowledge about strategic errors. Under such conditions, IO elites - high-level civilian and military officials - view reporting to be risky. In response, they prefer to contribute to institutional memory through the creation and use of informal processes such as transnational interpersonal networks, private documentation and conversations during crisis management exercises. The result is an institutional memory that remains vulnerable to turnover since critical knowledge is highly dependent on a handful of individuals. The book draws on the author’s interviews and a survey experiment with 120 NATO elites, including assistant secretary generals, military representatives and ambassadors. Cases of NATO crisis management in Afghanistan, Libya and Ukraine serve to further illustrate the development of institutional memory. Findings challenge existing organizational learning scholarship by indicating that formal learning processes alone are insufficient to ensure learning occurs. The book also offers policymakers a set of recommendations for strengthening the learning capacity of IOs.

scholarly journals Crisis Management Simulations: Lessons Learned from a Cross-cultural Perspective

2015 ◽  
Vol 3 ◽  
pp. 3917-3924 ◽  
Author(s):  
Tristan Endsley ◽  
James Reep ◽  
Michael D. McNeese ◽  
Peter Forster
Keyword(s):  
Crisis Management ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Cultural Perspective

scholarly journals Unmanned Aircraft Systems in Crisis Management in Poland After 2007

2020 ◽  
Vol 6 (2) ◽  
pp. 42-50
Author(s):  
Wojciech Krasiński
Keyword(s):  
Conceptual Framework ◽  
Crisis Management ◽  
Lessons Learned ◽  
Unmanned Aircraft ◽  
Unmanned Aircraft Systems ◽  
Final Part ◽  
Aircraft Systems

This article discusses the employment of unmanned aircraft systems in crisis management in Poland after 2007. The conceptual framework and organization of crisis management in Poland is presented as an introduction to further discussion. This article then analyses capabilities of various categories of unmanned aircraft systems taking into account specific requirements of crisis management. This article also points  at preliminary lessons learned from employment of unmanned aircraft systems for crisis management in Poland in recent years. Due attention is paid to missions and the organization of employment of unmanned aircraft systems in crisis management operations. Perspectives of employing unmanned aircraft systems in crisis management are presented in the final part of the article.

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