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Disaster Risk Communication: A Challenge from a Social Psychological Perspective (Integrated Disaster Risk Management)
by Katsuya YamoriThis book provides a unique blend of integrated disaster risk communication research conducted by authors with diverse backgrounds, including social psychology, sociology, civil engineering, informatics, and meteorology. It reports on the latest advances in collaborative and participatory action research on community-based disaster management from the frontline in Japan, Nepal, China and the USA. In addition, it employs and integrate a broad range of methodologies, including mathematical analyses, computer simulations, questionnaire surveys, gaming approaches, and participatory observation. Each chapter deals with disaster risk communication initiatives to address various hazards, such as earthquakes, tsunamis, floods and landslides, which are uniquely integrated from a social psychological perspective.
Disaster Risk Reduction Approaches in Pakistan
by Rajib Shaw Atta-Ur-Rahman Amir Nawaz KhanThis book is a pioneering regional work and provides a balanced approach of theory and practice in disaster risk reduction (DRR) in Pakistan. The book analytically discusses the status of DRR and draws examples and lessons from national and community-level programs and projects and events in the country. The book covers different types of disasters facing Pakistan, including geo-physical and hydro-meteorological hazards. This work incorporates and draws some of the key lessons learned from the pre-disaster and disaster phases to the post-disaster phase, providing an effective framework in the form of those lessons. The rich content is based on a selection of available documents, a consultative workshop with academicians from different universities undertaking DRR higher education programs, and the editors' own knowledge and experience in the field. Special emphasis is given to analyzing field experiences from academic perspectives, and pinpointing key issues and the policy relevance of DRR. Disaster Risk Reduction Approaches in Pakistan is organized into three sections with a total of 20 chapters. Section one provides the outline and basics of DRR strategies applied at the national level with supporting examples from a global review. Section two specifically highlights the wide ranges of hazards experienced in Pakistan and presents examples, policy options, institutional set-ups, risk reduction strategies, and key lessons learned. The third section of the book is given to approaches and issues of DRR practices with examples of disaster responses.
Disaster Risk Reduction and Resilience (Disaster and Risk Research: GADRI Book Series)
by Stefan Hochrainer-Stigler Muneta YokomatsuThis book provides insight on how disaster risk management can increase the resilience of society to various natural hazards. The multi-dimensionality of resilience and the various different perspectives in regards to disaster risk reduction are taken explicitly into account by providing studies and approaches on different scales and ranging from natural science based methods to social science frameworks. For all chapters, special emphasis is placed on implementation aspects and specifically in regards to the targets and priorities for action laid out in the Sendai Framework for Disaster Risk Reduction. The chapters provide also a starting point for interested readers on specific issues of resilience and therefore include extensive reference material and important future directions for research.
Disaster Risk Reduction and the Global System
by Michael GordyThis short manuscript is both a distillation of some of the latest work on disaster risk reduction and an interpretation of this distillation from the author's political economic perspective. It is based on information found in the flagship reports on disaster risk reduction of the United Nations. The book sums up and interprets issues of disaster risk reduction and makes them accessible to professional and non-professional readers alike, including governmental policy makers.
Disaster Risk Reduction: Community Resilience and Responses
by Bupinder Zutshi Akbaruddin Ahmad Ananda Babu SrungarapatiThis book discusses the interconnected, complex and emerging risks in today’s societies and deliberates on the various aspects of disaster risk reduction strategies especially through community resilience and responses. It consists of selected papers presented at the World Congress on Disaster Management, which focused on community resilience and responses towards disaster risk reduction based on South Asian experiences, and closely examines the coordinated research activities involving all stakeholders, especially the communities at risk. Further, it narrates the experiences of disaster risk-reduction in different communities that have policy implications for mitigation of future disaster risks in the societies affected by these types of disasters. Written from the social science perspective to disasters rather than an engineering approach, the book helps development and governance institutions to prioritize disasters as a problem of development rather than being parallel to it.
Disaster Studies: Exploring Intersectionalities in Disaster Discourse (Disaster Studies and Management)
by Janki AndhariaThis book covers several dimensions of disaster studies as an emerging discipline. It is the inaugural book in the series ‘Disaster Studies and Management’ and deals with questions such as “Is disaster management a field of practice, a profession, or simply a new area of study?” Exploring intersectionalities, the book also examines areas of research that could help enhance the discourse on disaster management from policy and practice perspectives, revisiting conventional event-centric approaches, which are the basis for most writings on the subject. Several case studies and comparative analyses reflect a critical reading of research and practice concerning disasters and their management. The book offers valuable insights into various subjects including the challenge of establishing inter- and multi-disciplinary teams within the academia involved in disaster studies, and sociological and anthropological readings of post-disaster memoryscapes. Each of the contributors has an enduring interest in disaster studies, thus enriching the book immensely. This book will be of interest to all the students and scholars of disaster studies and disaster management, as well as to practitioners and policymakers.
Disaster Vulnerability, Hazards and Resilience
by Naim Kapucu Fernando I. RiveraThis monograph provides valuable lessons in building disaster resilience for rural communities and beyond. With a focus on Florida, the authors present a comprehensive review of the current debates surrounding the study of resilience, from federal frameworks, state plans and local initiatives. They also review evaluation tools and feature first-hand accounts of county emergency managers as well as non-profit and community groups on key issues, including perspectives on vulnerable groups such as the elderly, children and farm workers. Readers will find insightful answers to such questions as: How can the concept of resilience be used as a framework to investigate the conditions that lead to stronger, more sustainable communities? What factors account for the variation across jurisdictions and geographic units in the ability to respond to and recover from a disaster? How does the recovery process impact the social, political and economic institutions of the stricken communities? How do communities, especially rural ones, collaborate with multiple stakeholders (local, regional, state, national) during the transition from recovery to resilience? Can the collaborative nature of disaster recovery help build resilient communities'. The primary audiences of this book are scholars in emergency and crisis management, planning and policy, disaster response and recovery, disaster sociology and environmental management and policy. This book can also be used as a textbook in graduate and advanced undergraduate programs / courses on disaster management, disaster studies, emergency and crisis management, environmental policy and management and public policy and administration.
Disaster and Displacement: Exploring the Physical and Social Dimensions of Resettlement and Reconstruction (Disaster Risk Reduction)
by Chiho Ochiai Sandra Carrasco Sung Lun TsaiAcknowledging the multidimensional nature of disasters&’ impacts and subsequent recovery pathways as well as the central role of communities&’ agency, this book introduces and discusses the political, architectural and social dimensions of disaster-induced displacement and reconstruction in the long-term view. The impact of disasters on cities and housing worldwide is expected to be magnified by climate change, threatening to displace people temporarily or permanently, with cascading impacts at individual and collective levels. However, several issues are still unexplored, such as validating survivors&’ agency for their recovery. The book covers diverse international case studies using qualitative and quantitative research methods and a mix of both to document varied recovery pathways. The book is also enriched with studies addressing displacement in the context of armed conflict and other highly relevant circumstances affecting development. The discussions in this book provide insights for appropriate recovery initiatives, acknowledging the role of housing as the bedrock of durable and sustainable recovery and fostering the creation of safer building environments through the &“build back safer&” ethos for building resilient communities. The lessons from this book provide evidence to improve disaster planning and assistance, which is greatly pertinent for governments, humanitarian agencies, domestic and international NGOs, practitioners and academicians.
Disaster and Human Trafficking
by Mondira DuttaThe book highlights the root cause of human trafficking and analyses how factors of vulnerability affect the marginalized, especially during and after a disaster. Human trafficking like other studies on disaster research, needs to be tackled from various perspectives such as empowering the vulnerable people, creating awareness, strengthening the disaster risk reduction measures and creating a common platform to fight the vicious circle by breaking its continuity and making strategies victim centric and people friendly.The book adapts a multidisciplinary approach embedding concepts from political, social, economic and anthropological perceptions. The discourse in the book revolves around the emotional and psycho-social stress factors including weak implementation of laws and policies at various levels. The content weaves around three themes -- magnitude and interlinks between disaster and human trafficking; policies and protocols on disaster risk reduction and human trafficking and community participation and institutional support. Through these themes, the volume works on identification of the vulnerable areas which are not in compliance with the Sendai Framework of Action, 2015 in the backdrop of the Disaster Management Act of India, 2005. The volume will be of immense interest to a wide range of practitioners, researchers, academicians, policy makers, political leaders, gender experts, international organizations, disaster management authorities, civil society organisations, and scholars working in the area of human rights in general and trafficking in particular. Note: This research was funded by Indian Council of Social Science Research (ICSSR).Human Trafficking is complex, layered and lies at the intersections of multiple vulnerabilities, gender being among the most significant ones. This gets exacerbated during both natural and human made disasters. Any attempt to either understand or address it will be fraught with challenges if women and girls' unique vulnerabilities, as well as their needs, voice, choice, agency and safety is not centre-staged in any effort. Mondira's book does exactly that...it succinctly and in simple words explores the compounding discriminations, including structural inequalities, that cause and result in women and girls differential gendered vulnerabilities to being trafficked during disasters. Once this is understood, the solutions can be specific, gender responsive, and sustainable.- Anju Dubey Pandey, Gender Responsive Governance and Ending Violence against Women Specialist, UN Women, New Delhi, India
Disaster, Death and the Emotions in the Shadow of the Apocalypse, 1400–1700
by Jennifer Spinks Charles ZikaIn late medieval and early modern Europe, textualand visual records of disaster and mass death allow us to encounter the intenseemotions generated through the religious, providential and apocalyptic frameworksthat provided these events with meaning. This collection brings togetherhistorians, art historians, and literary specialists in a cross-disciplinarycollection shaped by new developments in the history of emotions. It offers arich range of analytical frameworks and case studies, from the emotionallanguage of divine providence to individual and communal experiences ofdisaster. Geographically wide-ranging, the collection also analyses manydifferent sorts of media: from letters and diaries to broadsheets andpaintings. Through these and other historical records, the contributors examine how communities and individualsexperienced, responded to, recorded and managed the emotional dynamics andtrauma created by dramatic events like massacres, floods, fires, earthquakesand plagues.
Disaster, Governance and Development: Perspectives from Bangladesh (Disaster Studies and Management)
by Mohammad Tarikul IslamThis book unveils the nexus between disaster, governance and development with a particular focus on Bangladesh and examines the legislative and institutional aspects in mainstreaming disaster risk reduction into development planning. With the help of rich content analysis interpreting disaster management history of the country, it looks at the challenges associated with disaster management in the context of Bangladesh. The book highlights the most reasonable strategy on how to accelerate a paradigm shift from relief culture to DRR culture. It also assesses the viewpoint of how political economy influences governance and institutional strengthening, thus identifying obstructions and opportunities for mainstreaming disaster management into development. The book also lays emphasis on collaboration between public sector and private sector for the expansion of disaster risk reduction programme. It shows how multilevel governance works for professionalizing disaster management and throws light on policy frameworks developed. This book is a tremendous resource for scholars, practitioners and researchers of disaster management, environmental studies, development agencies, political science, public policy, development studies, governance, regional development, South Asian studies and local government, particularly those interested in disaster, governance and sustainable development.
Disaster: A Psychological Essay (International Library of Sociology)
by Martha WolfensteinFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Disasters and Economic Recovery (Disaster Risk Reduction and Resilience)
by Davia C. DowneyDisasters and Economic Recovery provides perspectives on the economic issues that emerge before, during, and after natural disasters in an international context, by assessing the economic development patterns that emerge before and after disaster. This book will provide a historical overview of emergency management policy and previous responses to disasters in each country, as well as the policy learning that occurred in each case leading up to the disasters under analysis. The book highlights four cases: New Orleans; Christchurch, New Zealand; the Japan earthquake and tsunami; and Hurricane Sandy in the Northeastern United States. The book places important focus on the specific collaborative developments unique to the rebuilding of each place’s economy post-disaster. Using time-series data, the book shows the emergence of new industries and job hiring patterns in the immediate aftermath, as well as provides a picture of the economic performance of each country in the years following each event. Looking at the economic development policies pre- and post-disaster, readers will glean important lessons on how to build resilient economies within the disaster framework, highlighting the differences in approaches to rebuilding local economies in places with varying levels of governmental capacity post-disaster to inform policymakers, scholars, and the disaster relief community as they plan their response to future disasters.
Disasters and Neoliberalism: Different Expressions of Social Vulnerability
by Gabriela Vera-Cortés Jesús Manuel Macías-MedranoThis book shows how the adoption of the neoliberal development model has increased the social vulnerability to disasters, with a special focus on Mexico, a country which once was the role model of the neoliberal turn in Latin America. It brings together 12 case studies of disasters such as floods, earthquakes and volcanic emergencies, in both urban and rural areas, to show how neoliberal development projects and changes in legislation affected disaster prevention and management in different parts of the country. The case studies from Mexico are complemented by two comparative studies which analyze the impacts of neoliberalism in disaster prevention and management in Mexico, Brazil, United States and Italy. Disasters and Neoliberalism: Different Expressions of Social Vulnerability presents a unique contribution to the interdisciplinary field of disaster research by presenting qualitative studies of disaster vulnerability from the perspective of scholars from the Global South, bringing a fresh and critical approach to English speaking social sciences qualitative researchers working on disaster risks in a number of fields, such as geography, anthropology, sociology, political science and environmental studies.
Disasters and Social Capital: Risk Reduction and Geographical Legacies in the Philippines (Disaster Risk Reduction and Resilience)
by Justin VeutheyThis book analyzes social capital and preparations for natural hazards in the Philippines. It emphasizes the importance of inequalities, contextualization, and scale, while also underlining the significance of historical and political contexts to better understand social dynamics. Social capital continues to be a debated concept, but it can be useful for thinking about how human societies interact with natural hazards. This book contributes to the growing scientific inquiries which have begun to address the connections between social capital and “natural” disasters. Chapters explore the links between these two fields of knowledge by analyzing the Filipino situation in general, as well as detailing a specific case study of a rural municipality in the Eastern Visayas region. The book’s central argument is that economic inequality is detrimental to social capital which then has negative repercussions on preparing for natural hazards. In an analysis at several geographical scales, Justin shows how inequality, via social capital, makes societies more at risk of having natural hazards turn into disasters. The book argues that a cautious use of the concept of social capital, which is cognizant of the historical and geographical complexities of the context it is applied to, has the potential to improve the way people collectively prevent hazards from turning into disasters. It is essential reading for students, scholars, disaster risk management practitioners, policymakers, and anyone seeking to understand the complexities of climate change, inequality, and crisis resilience.
Disasters, Risks and Revelation: Making Sense of Our Times
by Steve MatthewmanDisasters are part of the modern condition, a source of physical anxiety and existential angst, and they are increasing in frequency, cost and severity. Drawing on both disaster research and social theory, this book offers a critical examination of their causes, consequences and future avoidance.
Disavowal (Theory Redux)
by Alenka ZupančičThis book argues that the psychoanalytic concept of disavowal best renders the structure underlying our contemporary social response to traumatic and disturbing events, from climate change to unsettling tectonic shifts in our social tissue. Unlike denialism and negation, disavowal functions by fully acknowledging what we disavow. Zupančič contends that disavowal, which sustains some belief by means of ardently proclaiming the knowledge of the opposite, is becoming a predominant feature of our social and political life. She also shows how the libidinal economy of disavowal is a key element of capitalist economy. The concept of fetishistic disavowal already exposes the objectified side of the mechanism of the disavowal, which follows the general formula: I know well, but all the same, the object-fetish allows me to disregard this knowledge. Zupančič adds another twist by showing how, in the prevailing structure of disavowal today, the mere act of declaring that we know becomes itself an object-fetish by which we intercept the reality of that very knowledge. This perverse deployment of knowledge deprives it of any reality.This structure of disavowal can be found not only in the more extreme and dramatic cases of conspiracy theories and re-emerging magical thinking, but even more so in the supposedly sober continuation of business as usual, combined with the call to adapt to the new reality. To disrupt this social embedding of disavowal, it is not enough to change the way we think: things need to change, and hence the way they think for us.
Disavowed Knowledge: Psychoanalysis, Education, and Teaching (Studies in Curriculum Theory Series)
by Peter Maas TaubmanThis is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projects of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories ─ the history of what could have been and might still be in the relationship between psychoanalysis and education.
Discerning Critical Hope in Educational Practices (Foundations and Futures of Education)
by Vivienne Bozalek Brenda Leibowitz Ronelle Carolissen Megan BolerHow can discerning critical hope enable us to develop innovative forms of teaching, learning and social practices that begin to address issues of marginalization, privilege and access across different contexts? At this millennial point in history, questions of cynicism, despair and hope arise at every turn, especially within areas of research into social justice and the struggle for transformation in education. While a sense of fatalism and despair is easily recognizable, establishing compelling bases for hope is more difficult. This book addresses the absence of sustained analyses of hope that simultaneously recognize the hard edges of why we despair. The volume posits the notion of critical hope not only as conceptual and theoretical, but also as an action-oriented response to despair. Our notion of critical hope is used in two ways: it is used firstly as a unitary concept which cannot be disaggregated into either hopefulness or criticality, and secondly, as an analytical concept, where critical hope is engaged and diversely theorized in ways that recognize aspects of individual and collective directions of critical hope. The book is divided into four sub-sections: Critical Hope in Education Critical Hope and a Critique of Neoliberalism Critical Race Theory/Postcolonial Perspectives on Critical Hope Philosophical Overviews of Critical Hope. Education can be a purveyor of critical hope, but it also requires critical hope so that it, as a sector itself, can be transformative. With contributions from international experts in the field, the book will be of value to all academics and practitioners working in the field of education.
Disciplinary Decadence: Living Thought in Trying Times
by Lewis R. GordonIn this book, philosopher and social critic Lewis Gordon explores the ossification of disciplines, which he calls disciplinary decadence. In response, he offers a theory of what he calls a teleological suspension of disciplinarity, in which he encourages scholars and lay intellectuals to pay attention to the openness of ideas and purposes on which their disciplines were born. Gordon builds his case through discussions of philosophy of education, problems of secularization in religious thought, obligations across generations, notions of invention in the study of ideas, decadence in development, colonial epistemologies, and the quest for a genuine postcolonial language. These topics are examined with the underlying diagnosis of the present political and academic environment as one in which it is indecent to think.
Disciplinary Futures: Sociology in Conversation with American, Ethnic, and Indigenous Studies
by Pawan Dhingra Nadia Y. KimReimagines how race, ethnicity, imperialism, and colonialism can be central to social science researchand methodsThere is a growing consensus that the discipline of sociology and the social sciences broadly need to engage more thoroughly with the legacy and the present day of colonialism, Indigenous/settler colonialism, imperialism, and racial capitalism in the United States and globally. In Disciplinary Futures, a cross-section of scholars comes together to engage sociology and the social sciences by way of these paradigms, particularly from the influence of disciplines of American, Ethnic, and Indigenous Studies.With original essays from scholars such as Yến Lê Espiritu, Sunaina Maira, Hōkūlani K. Aikau, Salvador Vidal-Ortiz, Ben Carrington, Yvonne Sherwood, and Gilda L. Ochoa, among others, Disciplinary Futures offers concrete pathways for how the social sciences can expand from the limiting frameworks they traditionally use to study race and racism, namely: the black-white binary, the privileging of the nation-state, the fixation on the US mainland, the underappreciation of post- and settler-colonial studies, the liberal assumptions, and the limited conception of what constitutes data. In turn, the contributors reveal that sociology has many useful questions, methodologies, and approaches to offer scholars of American, Ethnic, and Indigenous Studies. Disciplinary Futuresis an important work, one which renders these disciplines more intellectually expansive and thus better able to tackle urgent issues of injustice.
Disciplinary Intuitions and the Design of Learning Environments
by Kenneth Y. T. LimMany of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.
Discipline With Dignity, 4th Edition: How To Build Responsibility, Relationships, And Respect In Your Classroom
by Brian D. Mendler Richard L. Curwin Allen N. MendlerIn this revised and updated 4th edition, Discipline with Dignity provides in-depth guidance for implementing a proven approach to classroom management that can help students make better choices and teachers be more effective. Emphasizing the importance of mutual respect and self-control, the authors offer specific strategies and techniques for building strong relationships with disruptive students and countering the toxic social circumstances that affect many of them, including dysfunctional families, gangs, and poverty. Educators at all levels can learn The difference between formal and informal discipline systems and when to use each. The role of values, rules, and consequences. How to address the underlying causes of discipline problems that occur both in and out of school. What teachers can do to defuse or prevent classroom disruptions and disrespectful behavior without removing students from the classroom. Why traditional approaches such as threats, punishments, and rewards are ineffective—and what to do instead. How to use relevance, teacher enthusiasm, choice, and other elements of curriculum and instruction to motivate students. How to reduce both teacher and student stress that can trigger power struggles. With dozens of specific examples of student-teacher interactions, Discipline with Dignity illustrates what you can do—and not do—to make the classroom a place where students learn and teachers maintain control in a nonconfrontational way. The goal is success for all, in schools that thrive.
Discipline in Schools: Psychological Perspectives on the Elton Report (Routledge Library Editions: Psychology of Education)
by Kevin WheldallWhat can schools and teachers do to promote discipline in the classroom? How do discipline and learning interact? The Elton Committee was set up in 1989 to consider ‘what action can be taken to secure the orderly atmosphere necessary in schools for effective teaching and learning to take place’. In this collection of papers, originally published in 1992, ten leading figures in the psychology of education reflect on some of the issues raised by the Elton Report and provide a series of psychological models for tackling problems of discipline, disorder and disruption in schools. Areas covered include whole-school approaches to discipline, the connection between learning difficulties and discipline problems, the effectiveness of positive behavioural methods of classroom management, the possible uses of techniques derived from family therapy in classroom discipline situations and the ‘good relationship’ between teacher and student as an agent of change. Though the perspectives of the contributors are very different, the emphasis throughout is on establishing a way forward for schools that will be valid and workable both in institutional terms and for the individual teacher in the classroom.
Disciplined Mind: What All Students Should Understand
by Howard GardnerThis brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations.Howard Gardner&’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students&’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a &“humane&” education. Gardner&’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people&’s concern for student learning and their widely divergent views about knowledge and understanding overall.