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Education: can a bottom-up strategy help for earthquake disaster prevention?
Author(s)
Language
English
Obiettivo Specifico
Status
Published
JCR Journal
JCR Journal
Peer review journal
Yes
Title of the book
Issue/vol(year)
7/14 (2016)
ISSN
1570-761X
Electronic ISSN
1573-1456
Publisher
Springer Science+Business Media B.V.
Pages (printed)
2069–2086
Issued date
2016
Keywords
Abstract
To comply with the need to spread the culture of earthquake disaster reduction, we rely on strategies that involve education. Risk education is a long-term process that passes from knowledge, through understanding, to choices and actions thrusting preparedness and prevention, over recovery. We set up strategies for prevention that encompass child and adult education, as a bottom-up approach, from raising awareness to reducing potential effects of disruption of society.
Analysis of compulsory school education in three European countries at high seismic risk, namely Portugal, Iceland and Italy, reveals that generally there are a few State-backed plans. The crucial aspects of risk education concerning natural hazards are starting age, incompleteness of textbooks, and lack of in-depth studies of the pupils upon completion of their compulsory education cycle.
Hands-on tools, immersive environments, and learn-by-playing approaches are the most effective ways to raise interest in children, to provide memory imprint as a message towards a culture of safety. A video game, Treme-treme, was prepared to motivate, educate, train and communicate earthquake risk to players/pupils. The game focuses on do’s and don’ts for earthquake shaking, and allows children to think about what might be useful in the case of evacuation.
Education of the general public was addressed using audio-visual products strongly linked to the social, historical and cultural background of each country. Five videos tackled rising of awareness of seismic hazards in Lisbon, the area surrounding Reykjavik, Naples, and Catania, four urban areas prone to earthquake disasters.
Analysis of compulsory school education in three European countries at high seismic risk, namely Portugal, Iceland and Italy, reveals that generally there are a few State-backed plans. The crucial aspects of risk education concerning natural hazards are starting age, incompleteness of textbooks, and lack of in-depth studies of the pupils upon completion of their compulsory education cycle.
Hands-on tools, immersive environments, and learn-by-playing approaches are the most effective ways to raise interest in children, to provide memory imprint as a message towards a culture of safety. A video game, Treme-treme, was prepared to motivate, educate, train and communicate earthquake risk to players/pupils. The game focuses on do’s and don’ts for earthquake shaking, and allows children to think about what might be useful in the case of evacuation.
Education of the general public was addressed using audio-visual products strongly linked to the social, historical and cultural background of each country. Five videos tackled rising of awareness of seismic hazards in Lisbon, the area surrounding Reykjavik, Naples, and Catania, four urban areas prone to earthquake disasters.
Sponsors
Urban disaster Prevention Strategies using MAcroseismic Fields and FAult Sources -UPStrat-MAFA, Grant Agreement N. 23031/2011/613486/SUB/A5
References
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Annetta L, Folta E, Klesath M (2010) V-Learning: Distance Education in the 21st Century through 3D Virtual Learning Environments. London – New York: Springer.
Azzaro R, Branca S, Gwinner K, Coltelli M (2012) Volcano-tectonic map of Etna volcano. Ital J Geosci (Boll.Soc. Geol.It.) 131.
Barreto P, Prada R, Santos PA, Ferreira MA, O’Neill H, Oliveira CS (2014) A serious game to teach children earthquake preparedness. Proceedings Conference of Science and Art of Video Games, Videojogos 2014, November 6-7, Barcelos, Portugal.
Benton MJ, Remmert S, Edward J, Drewitt A, Viega P (2012) “The Bristol Dinosaur Project”, Proceedings of the Geologists’ Association, 123: 210–225.
Bernhardsdóttir AE, Musacchio G, Ferreira MA, Falsaperla S (2015) Informal Education for Disaster Risk Reduction, this volume
Biernacki W, Bokwa A, Domanski B, Działek J, Janas K, Padło T (2008) Mass media as a source of information about extreme natural phenomena in Southern Poland. Communicating Climate Change: Discourses, Mediations and Perceptions. Edited by Carvalho, A. Centro de Estudos de Comunicacao e Sociedade, Universidade do Minho, Braga, 190–200.
Branca S, Coltelli M, Groppelli G, Lentini F (2011) Geological map of Etna volcano, 1:50,000 scale. Italian Journal of Geosciences, 130(3), 265–291.
Bryman A. (2001) Social Research Methods.Oxford, UK: Oxford University Press
Cardona O D (2007) Curriculum adaptation and disaster prevention in Colombia. International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences. Edited by Stoltman, J. P., Lidstone, J. & Dechano, L. M., Springer, Dordrecht, 397–408, doi: 10.1007/978-1-4020-2851-9 22.
Carlino S, Somma R, Mayberry G. (2008) Volcanic risk perception of young people in the urban areas of Vesuvius: comparisons with other volcanic areas and implications for emergency management. Journal of Volcanology and Geothermal Research, 172, 229-243.
Donovan A, Eiser J R, Sparks R S J (2014) Scientists' views about lay perceptions of volcanic hazard and risk. Journal of Applied Volcanology, 3, 1-14.
Ferreira MA, Mota de Sá F, Oliveira CS (2014) Disruption Index, DI: an approach for assessing seismic risk in urban systems (theoretical aspects). Bull of Earthq Engin 12(4): 1431-1458. DOI 10.1007/s10518-013-9578-5.
Horton J (2011) Natural disasters—taking a longer term view. Lancet 377: 439.
Ishikawa M, Ryan D (2002) Schooling, basic skills and economic outcomes. Econ of Ed Rev 21(3):231–243. http://dx.doi.org/10.1016/S0272-7757(01)00005-X
Jóhannesdóttir G, Gísladóttir G (2010) People living under threat of volcanic hazard in southern Iceland: vulnerability and risk perception. Natatural Hazards Earth System Science, 10, 407- 420.
Kandel E R (2007) In search of memory: the emergence of a new science of mind. New York: W.W. Norton & Co., USA.
King C (2010) An analysis of misconceptions in science textbooks: earth science in England and Wales. Int J of Sc Ed, 31. ISSN: 1464-5289.
Komac B (2009) Social memory and geographical memory of natural disasters. Acta Geog Slov 49: 199–226, doi: 10.3986/AGS49107.
Komac B, Zorn M, Cigli R (2013) European education on natural disasters – a textbook study. Nat Hazards Earth Sys. Sci Discuss, 1: 2255–2279.
Kuhlicke C, Steinfuhrer A, Begg C, Luther J (2012) Toward More Resilient Societies in the Field of Natural Hazards: CapHaz-Net’s Lessons Learnt. CapHaz-Net project final report, Helmholtz Centre for Environmental Research, Leipzig & Johann Heinrich von Thunen Institute,Braunschweig.
La Longa F, Camassi R, Crescimbene M (2012) Educational strategies to reduce risk: a choice of responsibility. Annals of Geoph, 55(3): 445-451.
Layman's report: http://www.earth-prints.org/handle/2122/9126
Mileti D S, Sorensen J H (1990) Communication of emergency public warnings: a social science perspective and state of-the-art assessment. Federal Emergency Management Agency (No. Report ORNL-6609) Oak Ridge, TN.
Moll I (1994) School was far away: the formal perceptions, classifications and syllogistic reasoning of Kokwane Ndlovu. Persp in Ed 15(2):189–217.
Musacchio G, Bernhardsdottir AE, Ferreira M A, Falsaperla S, the “UPStrat-MAFA Outreach Working Group (2014) Long-term disaster-prevention strategies based on education. In G. Lollino, M. Arattano, M. Giardino, R. Oliveira, S.Peppoloni eds Engineering Geology for Society and Territory, 7: 77-81
Musacchio G. Falsaperla, S., Sansivero, F. Ferreira, M.A., Oliveira, C.S., Nave R. and. Zonno G (2015) Dissemination strategies to instil a culture of safety on earthquake hazard and risk, This Volume
Muttarak R, Lutz W (2014) Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecol and Soc 19(1): 42. http://dx.doi.org/10.5751/ES-06476-190142
Natural Hazards Observer, 2007. Volume XXXI, n. 3.
Neisser U, G. Boodoo T J, Bouchard A W, Boykin N, Brody S J, Ceci D E, Halpern J C, Loehlin R, Perloff R, Sternberg J, Urbina S (1996) Intelligence: knowns and unknowns. Am Psych 51(2):77–101. http://dx.doi.org/10.1037/0003-066X.51.2.77
Nisbett R E (2009) Intelligence and how to get it: why schools and cultures count First edition. W. W. Norton, New York, USA.
Oldershaw C (2004) Strengthening Teaching and Learning of Geological Changes in Key Stage 3 Science, National Strategies, DfES reference 0496-2004 G, 108pp.
Reynolds A J, Temple J A, Ou S-R (2010) Preschool education, educational attainment, and crime prevention: contributions of cognitive and non-cognitive skills. Child. and Youth Serv. Rev. 32(8):1054–1063. http://dx.doi.org/10.1016/j.childyouth.2009.10.019
Ricci T, Nave R, Barberi F (2013) Vesuvio civil protection exercise MESIMEX: survey on volcanic risk perception. Annals of Geophysics, 56, S0452.
Schnell-Anzola B, Rowe M L, LeVine RA (2005) Literacy as a pathway between schooling and health-related communication skills: a study of Venezuelan mothers. Int. J. of Ed. Dev. 25(1):19–37. http://dx.doi.org/10.1016/j.ijedudev.2004.05.002
Sousa M L, Silva D S, Teves Costa P, Matias L, Ribeiro M J, Pais I (2014) A Terra treme. Impacto social de um exercício de simulação de sismo. 2014. JPEE2014, Lisbon, LNEC, 26-28 November (in Portuguese).
Spandorfer J M, Karras D J, Hughes L A, Caputo C (1995) Comprehension of discharge instructions by patients in an urban emergency department. Ann of Em Med 25 (1):71–74. http://dx.doi.org/10.1016/S0196-0644(95)70358-6
Sousa ML, Silva D S, Teves Costa P, Matias L, Ribeiro MJ, Pais I (2014). A Terra treme. Impacto social de um exercício de simulação de sismo. 2014. JPEE2014, Lisbon, LNEC, 26-28 November (in Portuguese).
Stoltman JP, Lidstone J, DeChano L M (2007) Capacity building, education, and technical training, in: International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences. Edited by Stoltman, J. P., Lidstone, J. & Dechano, L. M., Springer, Dordrecht, 457–462, doi: 10.1007/978-1-4020-2851-9 27.
Thorvaldsdóttir S, Bernhardsdóttir AE, Sigbjörnsson R, Zonno G (2012) “Dissemination of information on hazards and risks: the Icelandic experience.” The 15th World Conference on Earthquake Engineering, Lisboa, Portúgal.
Tobita J, Fukuwa N, Mori M (2009) Integrated Disaster Simulator using WebGIS and its Application to Community Disaster Mitigation Activities. J. of Nat. Dis. Sc., 30(2):71-82
Wisner B (2006) Let Our Children Teach Us! A Review of the Role of Education and Knowledge in Disaster Risk Reduction. ISDR System Thematic Cluster, Platform on Knowledge and Education, Bangalore.
World Bank (2010) Natural Hazards, UnNatural Disasters: The Economics of Effective Prevention 2010. World Bank 276 pages. ISBN 978-0-8213-8050-5
Zonno G and the UPStrat-MAFA working group (2013), Il progetto UPStrat-MAFA: esempi di prevenzione sismica in alcune aree urbane di Portogallo, Spagna, Islanda e Italia. Seminar presented at the third edition of SCIENZAPERTA, INGV, Sezione di Catania, Italy, 9 May 2013.
Annetta L, Folta E, Klesath M (2010) V-Learning: Distance Education in the 21st Century through 3D Virtual Learning Environments. London – New York: Springer.
Azzaro R, Branca S, Gwinner K, Coltelli M (2012) Volcano-tectonic map of Etna volcano. Ital J Geosci (Boll.Soc. Geol.It.) 131.
Barreto P, Prada R, Santos PA, Ferreira MA, O’Neill H, Oliveira CS (2014) A serious game to teach children earthquake preparedness. Proceedings Conference of Science and Art of Video Games, Videojogos 2014, November 6-7, Barcelos, Portugal.
Benton MJ, Remmert S, Edward J, Drewitt A, Viega P (2012) “The Bristol Dinosaur Project”, Proceedings of the Geologists’ Association, 123: 210–225.
Bernhardsdóttir AE, Musacchio G, Ferreira MA, Falsaperla S (2015) Informal Education for Disaster Risk Reduction, this volume
Biernacki W, Bokwa A, Domanski B, Działek J, Janas K, Padło T (2008) Mass media as a source of information about extreme natural phenomena in Southern Poland. Communicating Climate Change: Discourses, Mediations and Perceptions. Edited by Carvalho, A. Centro de Estudos de Comunicacao e Sociedade, Universidade do Minho, Braga, 190–200.
Branca S, Coltelli M, Groppelli G, Lentini F (2011) Geological map of Etna volcano, 1:50,000 scale. Italian Journal of Geosciences, 130(3), 265–291.
Bryman A. (2001) Social Research Methods.Oxford, UK: Oxford University Press
Cardona O D (2007) Curriculum adaptation and disaster prevention in Colombia. International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences. Edited by Stoltman, J. P., Lidstone, J. & Dechano, L. M., Springer, Dordrecht, 397–408, doi: 10.1007/978-1-4020-2851-9 22.
Carlino S, Somma R, Mayberry G. (2008) Volcanic risk perception of young people in the urban areas of Vesuvius: comparisons with other volcanic areas and implications for emergency management. Journal of Volcanology and Geothermal Research, 172, 229-243.
Donovan A, Eiser J R, Sparks R S J (2014) Scientists' views about lay perceptions of volcanic hazard and risk. Journal of Applied Volcanology, 3, 1-14.
Ferreira MA, Mota de Sá F, Oliveira CS (2014) Disruption Index, DI: an approach for assessing seismic risk in urban systems (theoretical aspects). Bull of Earthq Engin 12(4): 1431-1458. DOI 10.1007/s10518-013-9578-5.
Horton J (2011) Natural disasters—taking a longer term view. Lancet 377: 439.
Ishikawa M, Ryan D (2002) Schooling, basic skills and economic outcomes. Econ of Ed Rev 21(3):231–243. http://dx.doi.org/10.1016/S0272-7757(01)00005-X
Jóhannesdóttir G, Gísladóttir G (2010) People living under threat of volcanic hazard in southern Iceland: vulnerability and risk perception. Natatural Hazards Earth System Science, 10, 407- 420.
Kandel E R (2007) In search of memory: the emergence of a new science of mind. New York: W.W. Norton & Co., USA.
King C (2010) An analysis of misconceptions in science textbooks: earth science in England and Wales. Int J of Sc Ed, 31. ISSN: 1464-5289.
Komac B (2009) Social memory and geographical memory of natural disasters. Acta Geog Slov 49: 199–226, doi: 10.3986/AGS49107.
Komac B, Zorn M, Cigli R (2013) European education on natural disasters – a textbook study. Nat Hazards Earth Sys. Sci Discuss, 1: 2255–2279.
Kuhlicke C, Steinfuhrer A, Begg C, Luther J (2012) Toward More Resilient Societies in the Field of Natural Hazards: CapHaz-Net’s Lessons Learnt. CapHaz-Net project final report, Helmholtz Centre for Environmental Research, Leipzig & Johann Heinrich von Thunen Institute,Braunschweig.
La Longa F, Camassi R, Crescimbene M (2012) Educational strategies to reduce risk: a choice of responsibility. Annals of Geoph, 55(3): 445-451.
Layman's report: http://www.earth-prints.org/handle/2122/9126
Mileti D S, Sorensen J H (1990) Communication of emergency public warnings: a social science perspective and state of-the-art assessment. Federal Emergency Management Agency (No. Report ORNL-6609) Oak Ridge, TN.
Moll I (1994) School was far away: the formal perceptions, classifications and syllogistic reasoning of Kokwane Ndlovu. Persp in Ed 15(2):189–217.
Musacchio G, Bernhardsdottir AE, Ferreira M A, Falsaperla S, the “UPStrat-MAFA Outreach Working Group (2014) Long-term disaster-prevention strategies based on education. In G. Lollino, M. Arattano, M. Giardino, R. Oliveira, S.Peppoloni eds Engineering Geology for Society and Territory, 7: 77-81
Musacchio G. Falsaperla, S., Sansivero, F. Ferreira, M.A., Oliveira, C.S., Nave R. and. Zonno G (2015) Dissemination strategies to instil a culture of safety on earthquake hazard and risk, This Volume
Muttarak R, Lutz W (2014) Is education a key to reducing vulnerability to natural disasters and hence unavoidable climate change? Ecol and Soc 19(1): 42. http://dx.doi.org/10.5751/ES-06476-190142
Natural Hazards Observer, 2007. Volume XXXI, n. 3.
Neisser U, G. Boodoo T J, Bouchard A W, Boykin N, Brody S J, Ceci D E, Halpern J C, Loehlin R, Perloff R, Sternberg J, Urbina S (1996) Intelligence: knowns and unknowns. Am Psych 51(2):77–101. http://dx.doi.org/10.1037/0003-066X.51.2.77
Nisbett R E (2009) Intelligence and how to get it: why schools and cultures count First edition. W. W. Norton, New York, USA.
Oldershaw C (2004) Strengthening Teaching and Learning of Geological Changes in Key Stage 3 Science, National Strategies, DfES reference 0496-2004 G, 108pp.
Reynolds A J, Temple J A, Ou S-R (2010) Preschool education, educational attainment, and crime prevention: contributions of cognitive and non-cognitive skills. Child. and Youth Serv. Rev. 32(8):1054–1063. http://dx.doi.org/10.1016/j.childyouth.2009.10.019
Ricci T, Nave R, Barberi F (2013) Vesuvio civil protection exercise MESIMEX: survey on volcanic risk perception. Annals of Geophysics, 56, S0452.
Schnell-Anzola B, Rowe M L, LeVine RA (2005) Literacy as a pathway between schooling and health-related communication skills: a study of Venezuelan mothers. Int. J. of Ed. Dev. 25(1):19–37. http://dx.doi.org/10.1016/j.ijedudev.2004.05.002
Sousa M L, Silva D S, Teves Costa P, Matias L, Ribeiro M J, Pais I (2014) A Terra treme. Impacto social de um exercício de simulação de sismo. 2014. JPEE2014, Lisbon, LNEC, 26-28 November (in Portuguese).
Spandorfer J M, Karras D J, Hughes L A, Caputo C (1995) Comprehension of discharge instructions by patients in an urban emergency department. Ann of Em Med 25 (1):71–74. http://dx.doi.org/10.1016/S0196-0644(95)70358-6
Sousa ML, Silva D S, Teves Costa P, Matias L, Ribeiro MJ, Pais I (2014). A Terra treme. Impacto social de um exercício de simulação de sismo. 2014. JPEE2014, Lisbon, LNEC, 26-28 November (in Portuguese).
Stoltman JP, Lidstone J, DeChano L M (2007) Capacity building, education, and technical training, in: International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences. Edited by Stoltman, J. P., Lidstone, J. & Dechano, L. M., Springer, Dordrecht, 457–462, doi: 10.1007/978-1-4020-2851-9 27.
Thorvaldsdóttir S, Bernhardsdóttir AE, Sigbjörnsson R, Zonno G (2012) “Dissemination of information on hazards and risks: the Icelandic experience.” The 15th World Conference on Earthquake Engineering, Lisboa, Portúgal.
Tobita J, Fukuwa N, Mori M (2009) Integrated Disaster Simulator using WebGIS and its Application to Community Disaster Mitigation Activities. J. of Nat. Dis. Sc., 30(2):71-82
Wisner B (2006) Let Our Children Teach Us! A Review of the Role of Education and Knowledge in Disaster Risk Reduction. ISDR System Thematic Cluster, Platform on Knowledge and Education, Bangalore.
World Bank (2010) Natural Hazards, UnNatural Disasters: The Economics of Effective Prevention 2010. World Bank 276 pages. ISBN 978-0-8213-8050-5
Zonno G and the UPStrat-MAFA working group (2013), Il progetto UPStrat-MAFA: esempi di prevenzione sismica in alcune aree urbane di Portogallo, Spagna, Islanda e Italia. Seminar presented at the third edition of SCIENZAPERTA, INGV, Sezione di Catania, Italy, 9 May 2013.
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