Understanding Of Disasters Research Articles

Development of a Fluid Material Pocket Book to Improve Understanding Flood Disaster Mitigation

Research has been carried out on the development of a pocket book on flood mitigation physics. The aims of this research are: to produce a decent pocket book on flood mitigation physics, to produce a practical pocket book, and to increase understanding student disaster. The subject of this research was the development of a pocket book on flood mitigation physics, while the test subjects were 28 students in class XI Science at SMA Negeri 12 Makassar. The development model used in this research is the 4D model. The instruments used were pocket book validation sheets, practitioner assessment questionnaires (educators/teachers), and flood disaster understanding test instruments. The eligibility criteria for pocket books are seen from the aspect of their validity. The practicality criteria are seen from practitioners' assessments, and the effectiveness criteria are seen from increasing students' understanding of disasters. Based on the results of the analysis, conclusions were drawn: the pocket book on flood mitigation physics that was developed was declared valid and suitable for use with minor revisions; pocket book is in the very good category; Students' ability to understand disasters analyzed using N-gain obtained an average value of 0.57, which is in the high category. This means that there is an increase in students' ability to understand flood disasters. In this way, the pocket book on physics for flood disaster mitigation that has been developed can increase students' understanding of disasters

Peningkatan Kapasitas Tenaga Pendidik dalam Mewujudkan Satuan Pendidikan Aman Bencana di SMAN 6 Yogyakarta

Schools are elements at risk for disasters because of the location in risk areas and the vulnerability factors of schools from the physical aspects such as building and structural and social aspects such as regulation, school environment, and the school community itself. Therefore, capacity building for disaster preparedness is needed to reduce the disaster's impact. This study aims to identify and analyze disaster problems in schools and increase knowledge and understanding of disasters in schools. This research was conducted using in-depth direct interviews and online Focus Group Discussions (FGD) with teachers and educators at SMAN 6 Yogyakarta. The research results are in the form of recommendations for schools, including preparation and socialization of the Disaster Preparedness Team in the future based on the reference of the SPAB (Disaster Safe Education Unit) program, improvement of existing evacuation routes to school residents, preparation and consolidation of the SPAB program ( Disaster Safe Education Unit) by the school together with the Education and Culture Office and the local BPBD, and the preparation of school SOPs in an emergency.

EDUKASI MITIGASI BENCANA LONGSOR DAN BANJIR BERBASIS MASYARAKAT DI KELURAHAN SRENGSEM, BANDAR LAMPUNG

Community service activities can reduce disaster risk in Srengsem Village, Indonesia, which is prone to floods and landslides during the rainy season. A survey and analysis of the disaster conditions in Srengsem was conducted to develop structural and non-structural mitigation recommendations, which were then conveyed to affected residents and local regional leaders. Structural mitigation recommendations included, for example, reinforcing buildings and installing drainage systems. Non-structural mitigation focused on increasing community preparedness for disasters through activities such as landslide/flood surveys, outreach, coordination, presentations at community meetings, and distribution of posters and pocket books. These activities helped residents and sub-district officials who previously did not have an understanding of disasters and preparedness to become more knowledgeable and able to carry out mitigation actions independently at the community level.

Climate Change Literacy of Coastal Disaster-Prone Communities in Realizing Climate Action for Sustainable Physics Learning

Climate change can cause an increase in rainfall, accelerated erosion and runoff of water on the surface, drought, and excess water, which in turn causes floods and landslides. A proactive response to disasters is needed to increase management effectiveness and reduce loss of life and property. Efforts to reduce the risk of hydrometeorological disasters can be carried out by involving the community. Disaster management knowledge and skills can save more lives and as a provision to respond to disasters. Therefore, research will be carried out to determine the profile of people’s climate awareness and literacy in dealing with disasters caused by climate change, especially in coastal areas. A qualitative research design with the type of descriptive study is used to describe the profile of people’s understanding of disasters caused by climate change, disaster risk mitigation/reduction, and ways of adaptation. Data collection will be carried out by researchers using in-depth interview techniques and field observations so that they can show the presence and involvement of researchers. The research results show that the community’s climate literacy skills, especially regarding knowledge about climate change, are still not good. However, in action, the Community already has appropriate mitigation and adaptation activities in handling disasters due to climate change in coastal areas. The implication of the research is expected to provide information related to community climate literacy to meet the “Climate Action” sustainable development goals (SDGs) in physics learning.

Strengthening East Java Contextual Disaster Literacy in Social Science Learning

The aim of this research is to develop East Java contextual disaster mitigation teaching materials in social science subjects and test the differences between initial knowledge and learning outcomes after implementing the teaching materials in three schools with different regional characteristics. This research uses the Borg and Gall (2007) development model which includes nine stages. The research subjects were 64 students of SMPN 1 Sidoarjo (coastal area character), 60 students of SMP Plus Al Fatimah Bojonegoro (solo river fluvial area character), 62 students of Maospati 3 SMPN (mountain area character). Data was collected through interviews, questionnaires, and pretest-posttest which was then analyzed using descriptive and inferential statistics (Anacova). The results of this research are: 1). East Java contextual disaster mitigation teaching materials were assessed as very appropriate by expert validators with slight revisions; 2). Students gave very positive responses and support to the application of teaching materials; 3) there are differences or improvements in initial abilities (pretest) with learning outcomes (posttest) in the three schools; 4) There is a significant difference in learning outcomes between SMPN 1 Sidoarjo and SMPN 3 Maospati. The two junior high schools in this area have different risks from natural disasters, so students' understanding of disasters is influenced by their respective contextual environments.

Disasters, disaster preparedness and post disaster recovery: Evidence from Caribbean firms

Firms are exposed to various kinds of risks such as man-made and natural disasters that can negatively affect their business. The objective of this paper is to contribute to a better understanding of disasters, disaster preparedness, and post disaster recovery strategies and the private sector in Caribbean Small Island Developing States (SIDS), a region highly vulnerable to such impacts. A Stochastic Frontier Analysis (SFA) was adopted using a novel database-the Innovation, Firm Performance, and Gender (IFPG) firm-level dataset conducted in the Caribbean in 2020 to estimate the production function as well as technical efficiency scores of firms, following which the efficiency scores were regressed against disaster preparedness and post disaster recovery strategies, and other firm-specific control variables using robust standard errors clustered at the country and sector level. The results indicate that disaster preparedness and post disaster recovery strategy affect technical efficiency. In particular firms with a post disaster recovery plan to resume operations after a disaster, firms with knowledge of which parts of their business need to be operational following a disaster, and firms that ensure that their suppliers have a post disaster recovery plan experience a positive effect on technical efficiency, while firms operating in a building that is able to withstand disasters negatively affects technical efficiency.

Identifikasi Potensi Alam Berbasis Geo-Edukasi di Desa Dulangeya Provinsi Gorontalo

The location of the implementation of community service is located in Dulangeya Village, Botumoito District, Boalemo Regency, Gorontalo Province. The purpose of this service activity is to increase public knowledge and awareness about the natural potential that exists in Dulangeya Village, so that the positive impact of the natural potential can be optimized and the negative impact can be minimized. The implementation of the activity goes through 3 (three) stages, namely the preparation and planning stage, the Socialization stage for the Service Work Program and the last is the Work Program Implementation stage. The model used is in the form of Geo-Education which contains Socialization and Counseling, and the manufacture of Information Boards. This service activity has been carried out well. proven to be able to increase the knowledge and understanding of rural communities in utilizing and conserving natural potential. The return of public awareness to always clean hot spring pools, then the implementation of disaster mitigation in the field of early childhood education is able to increase children's understanding of disasters around them, as well as the realization of the sustainability of a generation that is resilient to disasters

The landscape of disaster film, 2000-20.

The general public's understanding of disasters is influenced by the portrayal of such events in popular culture. Disaster films have remained a core attraction in this regard. A systematic assessment of the most recent disaster film cycle (that is, from January 2000-December 2019) is warranted, therefore, to gain insights into the current landscape of the genre and to comprehend better the imagery that people encounter onscreen. This study evaluated 173 disaster films and found that most depict natural hazards and global catastrophes despite films about monsters and smaller-scale disasters being the most popular. It provides a foundation for future research on the relevance of disaster films to disaster scholarship and emergency management practice. And it offers a starting point to analyse the role of disaster films in shaping the meaning and experience of disasters, generally, and the layperson's understanding of disasters and emergency management, including expectations of responder agencies and organisations.

Challenges Associated with Creeping Disasters in Disaster Risk Science and Practice: Considering Disaster Onset Dynamics

In this article, we set out to reconcile a general conceptualization of disaster temporalities by drawing on the epitome example of a creeping disaster, namely famine. Our argument is driven by the recognition that slowly manifesting disaster impacts pose distinct challenges for decision makers and researchers while there is a tendency for the disaster literature to overlook the role of disaster onset dynamics. More specifically and as a starting point, we identify four key themes that merit particular attention when dealing with creeping disasters: (1) our understanding of disaster as a phenomenon; (2) measurement and operationalization; (3) early warning and response; and (4) disaster management and termination. By integrating conceptual discussions of disaster with famine scholarship—a phenomenon often excluded from mainstream disaster research—this article provides fresh perspectives on disaster science as well as a number of implications for how we think about disaster risk reduction.

Vozes dos atingidos por desastres: experiências de organização no estado do Rio de Janeiro

Starting from an understanding of disasters as procedural and socio-historical phenomena, which trigger and are caused by multiple factors, this article will present a synthesis about the formation process and the struggles carried out by three movements in three different cities in the state of Rio de Janeiro that are crossed by different types of disasters or by speeches of “risks” of disasters. The methodology adopted in the elaboration of this article was based on the literature review on the theme and on the systematization of the reports that the representatives of these Movements and also authors of this text made at the II International Seminar on Risks and Disasters, in 2019, intending to show the ways through which disaster processes materialize in different spaces, in addition to giving visibility to the struggles of these movements, which are in the Serrana and Norte Fluminense region. The narratives reinforce the construction and permanence of disasters - in space and time - and unveil the actions and omissions practiced by different agents that end up promoting such processes.

Islamic perspectives in disaster: An alternative to changing fatalistic attitudes.

Misunderstandings towards the teachings of Islam increases the fatalistic attitude towards disaster. Fatalistic attitude causes them to ignore measures to reduce the disaster risk. A new approach is needed to change the fatalistic attitude that afflicts most Muslim countries. This article aims to provide an overview of the view of Islam on disasters and the Islamic perspectives on disaster risk reduction. The findings from this literature review reveal that Islamic discourses view disaster as a test from God. There is not a single verse in the Qur’an and the hadith of the Prophet Muhammad who order humans to be fatalistic in their understanding of disasters. On the contrary, Islamic teachings actually give significant attention to the people to use knowledge in disaster risk reduction. This article offers three Islamic principles that can be used in disaster risk reduction, namely Al-Ilmu (knowledge), Ikhtiar (effort) and Tawakkul (trust in God). The concept is expected to fill the limitations of the literature that examines the positive impact of Islamic teachings on disaster risk reduction.

Exploring the use of the Quake Safe House video game to foster disaster and disaster risk reduction awareness in museum visitors

This paper provides valuable insights into the use of disaster video games in museums. It contributes not only towards a better understanding of disasters within popular culture but also in fostering greater museum visitor participation in learning about disaster and disaster risk reduction (DRR). The theoretical background of this study draws on various scholarships from video game research, constructivist learning theory, and the museum learning environment. This research was undertaken in two New Zealand museums (Te Papa in Wellington and Quake City in Christchurch) which housed the disaster video game Quake Safe House (QSH). The research findings and associated discussion considers the potential of QSH to build disaster awareness based upon participants' gameplay. Ultimately, it is demonstrated that the use of ‘serious’ disaster video games, such as QSH, cannot be a stand-alone item for the purpose of learning within a museum space. Instead, such video games require better integration within the museum's environment and educational disaster displays to encourage and foster the participation of museum visitors in learning about disaster and DRR through multiple mediums.

Exploring the use of the Quake Safe House video game to foster disaster and disaster risk reduction awareness in museum visitors

This paper provides valuable insights into the use of disaster video games in museums. It contributes not only towards a better understanding of disasters within popular culture but also in fostering greater museum visitor participation in learning about disaster and disaster risk reduction (DRR). The theoretical background of this study draws on various scholarships from video game research, constructivist learning theory, and the museum learning environment. This research was undertaken in two New Zealand museums (Te Papa in Wellington and Quake City in Christchurch) which housed the disaster video game Quake Safe House (QSH). The research findings and associated discussion considers the potential of QSH to build disaster awareness based upon participants' gameplay. Ultimately, it is demonstrated that the use of ‘serious’ disaster video games, such as QSH, cannot be a stand-alone item for the purpose of learning within a museum space. Instead, such video games require better integration within the museum's environment and educational disaster displays to encourage and foster the participation of museum visitors in learning about disaster and DRR through multiple mediums.

Science environment technology and society approach learning to improve natural disaster mitigation literacy

This research is motivated by the location of Indonesia in disaster areas. But the readiness of citizens to deal with disasters is still low. This study aims to (1) develop natural disaster learning packages with the vision of the Science Environment Technique Society (SETS) which is integrated in science subjects, (2) implement disaster prepared teaching materials, (3) improve teacher understanding and skills, students about concepts, principle, the practice of saving oneself in the event of a natural disaster. This research was conducted in collaboration with teachers in primary and secondary education. Theoretical exploration and expert evaluation are carried out on the features of themes and sub-themes of disaster learning models that are integrated in SETS vision science subjects. Data analysis technique used (1) descriptive percentage, (2) normalized gain test, and (3) t-test. The results of this study in the form of five features of learning models such as (1) syllabus, (2) lesson plans, (3) learning methods, (4) teaching materials, and (5) assessment instruments. Desimination of the five features was declared feasible to increase students’ understanding of disasters. This is seen from the test results obtained by students experiencing an increase (gain) from pretest to posttest starting from 53.5% to 80.3%.

A Content Analysis of Disaster Nursing Education in Korean and Japanese Universities

Purpose: The purpose of this study is to analyze the contents of disaster nursing education at universities in Korea and Japan, with focus on textbooks. Methods: Disaster nursing contents from 11 Korean community health nursing textbooks and 3 Japanese disaster nursing textbooks were analysed. Results: Three themes and 8 categories of disaster nursing content in the selected textbooks were analyzed. The themes classified include ‘understanding of disaster’, ‘disaster management’ and ‘disaster management system’. The theme of ‘understanding of disaster’ consists of such categories as ‘disaster concept/outline’, ‘classification of disaster’, ‘disaster management step’ and ‘disaster impact’. The theme of ‘disaster management activities’ consists of categories such as ‘disaster management activities’ and ‘disaster nursing’. The theme of ‘national disaster management system’ consists of categories like ‘national disaster management system’ and ‘international disaster relief’. From the comparison of disaster nursing education in the two countries, we found that themes were similar but there were differences between the two countries in content configuration. Korea and Japan have adopted the framework of International Council of Nurses for disaster nursing education. Korea stressed legal and ethical capabilities, while Japan included psychological support for disaster management service providers. Conclusion: Disaster education is an important factor in a nurse’s ability for a disaster management. Development of a comprehensive disaster education program is necessary to enhance disaster care capacities.

The Implementation of SETS (Science, Environment, Technology, and Society) Approach Through Flood Natural Disaster Mitigation

Disaster can happen anytime and anywhere, therefore the solutions offered for students' understanding of disaster, one of them is the SETS approach through disaster mitigation. This research aims to determine the learning process and to know the students’ activities, and their responses towards SETS approach through disaster mitigation. This research is a qualitative type with a sample of 37 students. Data collection techniques are the results of observations, questionnaires, interviews, and documentation. The results showed that 90% of students were more active, have the spirit to learn, and the response towards learning is very good. The implementation of SETS approach through mitigation is appropriate to do, because students experience the direct occurrence of flood disaster. With the introduction to disaster mitigation, students can realize the importance of preserving the natural environment and minimize the impact of disasters that can harm the community.

Advancing the Disaster and Development Paradigm

Consolidation of disaster and development studies as an integrated field of action research that influences policy has proved to be fundamental to global disaster risk reduction, sustainable development, climate change, and humanitarian agreements. However, challenges in achieving targets, such as those of the Sendai Framework for Disaster Risk Reduction 2015–2030 and the Sustainable Development Goals, requires further advances of the disaster and development paradigm underpinning these aspirations. This article presents perspectives that grew primarily from local action research, particularly research carried out with marginalized and highly at-risk groups of people in Southern Africa and South Asia. Analytical fronts from these findings emphasize disaster and development risk assessment opportunities that consolidate earlier ideas and extend understanding of disaster and development-related risk intervention options. These acknowledge severe shortcomings in disaster risk reduction progress while including greater use of hope as an active ingredient. This process of paradigm exploration remains fundamental to achieving disaster risk reduction, sustainable development, and associated policy objectives. The analysis presented here reiterates earlier groundings in people-centric perspectives, emphasizing social relations and systems of meaning as essential active ingredients for challenging power structures, technology, education, and human behavior. The analysis proposes some consequent thematic fronts for increased investment. These include investing in early buildup of well-being before a disaster, better living with uncertainty, and overcoming the barriers to desired disaster and development outcomes. The article is intended to contribute to an ever-evolving paradigm of disaster and development risk that requires impetus from personal and collective values beyond calculations of disaster and development.

Developing Disaster: Power, Structural Violence, Insurance-Linked Securities, and the International Political Economy of the Disaster Politics Nexus

Abstract This article presents an alternative framing of disasters as a form of structural violence resulting from the unequal distribution of structural power between various groups, organizations, institutions, and states in the contemporary global political economy. The article utilizes a theoretical framework that combines Johan Galtung’s typology of violence and Susan Strange’s conceptualization of structural power to open up new space for analysis in the disaster politics nexus. The article applies its framework to explore how an understanding of disasters as a form of violence problematizes trends within mainstream disaster risk reduction (DRR) policies. Specifically, the article examines the integration of financial risk-sharing mechanisms into the disaster politics nexus through new public–private partnerships between insurance and reinsurance firms, international financial institutions, and governments to transfer catastrophic risk to global capital markets. The article seeks to repoliticize these changes and bring questions of power back into the larger conversation surrounding DRR policies.

Lost for Words Amongst Disaster Risk Science Vocabulary?

Like other subjects, disaster risk science has developed its own vocabulary with glossaries. Some keywords, such as resilience, have an extensive literature on definitions, meanings, and interpretations. Other terms have been less explored. This article investigates core disaster risk science vocabulary that has not received extensive attention in terms of examining the meanings, interpretations, and connotations based on key United Nations glossaries. The terms covered are hazard, vulnerability, disaster risk, and the linked concepts of disaster risk reduction and disaster risk management. Following a presentation and analysis of the glossary-based definitions, discussion draws out understandings of disasters and disaster risk science, which the glossaries do not fully provide in depth, especially vulnerability and disasters as processes. Application of the results leads to considering the possibility of a focus on risk rather than disaster risk while simplifying vocabulary by moving away from disaster risk reduction and disaster risk management.

Black feminism and radical planning: New directions for disaster planning research

After Hurricane Katrina’s devastation of the United States’ Gulf Coast, conversations about flooding became focused on the interconnections between so-called “natural” disasters, poverty, gender and race. Although research has long shown that women, people of color and low-income communities are more vulnerable to natural hazards, the disproportionate effects of Hurricane Katrina and subsequent federal and state disaster response efforts forced the national spotlight on the institutional and systemic nature of racism, classism and sexism. Using Black feminism and radical planning theory, two lenses that provides a comprehensive framework for understanding racism, classism and sexism, this article examines the concept and literature of social vulnerability. I argue while social vulnerability research has made significant contributions to planners’ understandings of disasters and inequity, it fails to center community knowledge, identify intersectional oppressions and name them as such and encourage community activism, all of which are keys to making meaningful change.