The evaluation of Disaster Resilient Village Program to support National Security matters

Disaster Resilient Village is a village with capability to independently adapt and deal with disaster threat, and quickly recover from the adverse effect of disaster. This research employed Context, Input, Process, and Product (CIPP) evaluation model to evaluate the Disaster Resilient Village program in Tanjung Benoa Village. As the result, the Context aspect of the Disaster Resilient Village program in Tanjung Benoa Village is appropriate in accordance with the Regulation of the Head of the National Disaster Management Agency of the Republic of Indonesia Number 1 of 2012. On the Input aspect, Tanjung Benoa village has established a Disaster Risk Reduction Forum that consists of the local community representatives. On the Process aspect, the village has developed Disaster-Safe School and Communities that routinely conduct simulations on monthly basis and collaborate with the hospitality sector to develop evacuation sites in the event of a tsunami disaster. On Product aspect, namely community capacity building and community participation, the program resulted in the increasing trust among domestic and foreign tourists and the improvement of Tanjung Benoa people’s welfare. In conclusion, Disaster Resilient Village program in Tanjung Benoa Village has been going well.

Building Stronger Connections Among Students, Families, and Schools to Promote School Safety

Safe schools help promote positive social, academic, and educational outcomes. Research consistently suggests that students tend to be most successful in schools where they feel safe. For example, prior literature establishes that when students attend safe schools, they are more likely to graduate from high school compared to students who attend schools with behavioral problems or safety concerns. Over the last three decades, school shootings have garnered increased public attention, and the public has a heightened awareness that not all schools are safe environments for students. Drawing from ecological systems theory, this chapter will examine how the bonds between students and their schools are important for creating a school culture that is safe, inclusive, and supports the success of all students. Bridging social capital between families and schools also helps foster a safe school atmosphere, where students can focus on their academic and social development.

Fear vs. Threat, School Shootings and Violence

The first recorded school shooting took place in Charlottesville, Virginia on November 12, 1840. The most recent school shooting took place on July 11, 2019 in Hartford, Connecticut. Over 500 school shootings have taken place since the Charlottesville incident. Sadly, school shootings are not an anomaly to many communities in America. Administrators, and particularly principals, are faced with significant challenges in creating an environment that is conducive to the development of a productive and safe school culture. The content of this manuscript will explore the existing administrative roles and responsibilities with respect to school safety and the implementation and supervision of those procedures. Also discussed in the manuscript will be the role that fear plays in the decision making process and how some decisions may be misplaced and could be redirected toward more favorable areas of emphasis (i.e., counseling, active supervision, alternative academic options, community outreach, and inclusive student opportunities).

Preserving rural school health during the COVID-19 pandemic: Indigenous citizen scientist perspectives from a qualitative study

<abstract> <p>This qualitative study is part of Smart Indigenous Youth, a digital health community trial involving rural schools in Saskatchewan, Canada. Secondary school administrators and educators were engaged as citizen scientists in rural Indigenous communities to understand rapid decision-making processes for preserving school health during the COVID-19 pandemic, and to inform evidence-based safe school policies and practices. After COVID-19 restrictions were implemented, key informant interviews and focus groups were conducted with school administrators and educators, respectively, to understand the impact of school responses and decision-making processes. Two independent reviewers conducted thematic analyses and compared themes to reach consensus on a final shortlist. Four main themes emerged from the administrator interviews, and six main themes were identified from the educator focus group discussions which revealed a pressing need for mental health supports for students and educators. The study findings highlight the challenges faced by schools in rural and remote areas during the COVID-19 pandemic, including school closures, students' reactions to closures, measures taken by schools to preserve health during the pandemic, and different approaches to implement for future closures. Citizen scientists developed a set of recommendations, including the need for structured communication, reflection meetings, adequate funding, and external monitoring and evaluation to guide evidence-based safe school policies and practices during the pandemic.</p> </abstract>

Methods of ensuring comfort and quality in the design of ecological and safe school furniture

Main problem: The functional state at the physiological, psychological and behavioral levels depends on the student's working posture and affects the fatigue and performance of schoolchildren. Each new development of school furniture will undergo several test cycles. None of these cycles can give a final version of the comfort and safety of the equipment. The evaluation of school furniture takes place in several directions: compliance with building regulations and standards in accordance with age and other physiological parameters, secondly, the quality, durability and strength of modern materials, as well as the design of the form of which will provide aesthetic needs and provide a number of functions that contribute to the development and correction of children during classes in various disciplines.That is why the main context of this article is the work on identifying an increase in the period of productive working capacity in children engaged in a new model of a school desk that meets the basic ergonomic requirements. Purpose: The purpose of this article is a hygienic assessment of the impact of the ergonomic parameters of the workplace, namely furniture, on the physiological, psychological and behavioral levels of the functional state of schoolchildren and the state of the musculoskeletal system. Methods:To achieve the scientific results of this study, the methods of information and analytical, professional graphic, ergonomic methods, modeling method, questionnaire and experiment were used. Results and their significance: In the process of analyzing the information, the material of scientific research was studied and classified, which substantiates the methods of analyzing the functional feasibility, environmental safety and constitutional justification of school furniture created on the basis of innovative technologies including special technical achievements that contribute to the improvement of students' performance, interest, passion and self-development. The author's classes and tables are proposed in which the data of questionnaires and typologies of various principles of artistic design are presented, contributing to the creation of unique and at the same time ergonomic and ecological and safe furniture for schools.

Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19

The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how might this disruption influence social and emotional learning (SEL) and affect adverse childhood experiences (ACEs)? Moreover, what protective practices may be put in place to mitigate risks? The purpose of this critical review is to engage with these questions. Relevant research findings published before and during pandemic contexts are presented. Connections between SEL, ACEs and past social disruptions are substantiated in the literature. Additionally, preliminary evidence has elucidated variables associated with ACEs and SEL concerns during the pandemic. For instance, research suggests that students from socially disadvantaged positions may be disproportionately impacted by these issues. Actionable trauma-informed recommendations for educators are discussed, including creating safe school environments and adopting a strength-based perspective.

Disaster Preparedness in Physical Aspect of students in Bantul and Balikpapan Indonesia

This study aims at identifying difference in physical fitness level between students in disaster-safe school in Bantul and in Balikpapan, Indonesia. This study is a quantitative descriptive study that adopted a comparative method. Data were collected through tests and measurement. Population of the study was all upper-grade students (105 students) of State Madrassa Ibtidaiyah (MI Negeri) 2 Bantul and all upper-grade students (102 students) of State Primary School (SD Negeri) 003 Balikpapan. Samples were selected using a purposive sampling technique with as many as 65 students of MI Negeri 2 Bantul and 87 students of SD Negeri 003 Balikpapan involved. Instrument of the study was the Indonesian Physical Fitness Test (TKJI) for children aged 10-12 years. Data were analyzed using a 2-sample t-test preceded by normality and homoscedasticity tests. Results indicate significant difference in physical fitness level between upper-grade students at MI Negeri 2 Bantul disaster-safe school and those at SD Negeri 003 Balikpapan. The t-test generated a t-value of 7.664 and t-distribution of 1.655 (df 150;5%) with significance level (p) of 0.000. With t-value being greater than t-distribution (7.664 > 1.655) and p-value being less than 0.05 (0.000 < 0.05), it is clear that physical fitness level of students in both schools differs significantly. It can also be concluded that physical fitness of students in Bantul (a mean of 12.40) is higher than that of students in Balikpapan (a mean of 9.93). Hence, it can be said that students in Bantul are more physically prepared for disaster than students in Balikpapan.

Constructing Student’s Physical Preparedness through Game-Based Activities in Disaster-Safe School

Indonesia is a country that has great potential for disaster. A major earthquake hit the Special Region of Yogyakarta, especially Bantul Regency, in 2006. This has demanded the establishment of a disaster-safe school that is ready to anticipate disasters. Disaster-safe school students need to be fully prepared in various aspects, including physical aspect. Therefore, this study aims to determine the increase in physical fitness before and after carrying out game-based physical activities for upper grade students in a Disaster-Safe School. This study adopted an experimental method that involved one group pre-test-post-test design. Participants were upper grade students (grade 4 to 5) in Madrasah Ibtidaiyah Negeri 2 Bantul, totaling 74 people under such criteria as aged 10 to 12 years and following the complete treatment. The instrument used was the Indonesian Physical Fitness Test (IPFT) for children aged 10-12 years. Data analysis using paired sample t-test. The results showed that there was an increase in the physical fitness of students after being given treatment in the form of game-based physical activity for 12 meetings. Good physical fitness is a form of physical preparedness in facing various emergencies including disasters. The better physical fitness level of students, the more physically prepared they will be when facing disasters.