Integrating disaster risk reduction in school curriculum: A vision statement by a joint working group of university and medical teachers

Nanda, Renu; Raina, SunilKumar

doi:10.1016/j.ijdrr.2018.09.011

Cited by 11 publications

(11 citation statements)

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“…Educators have a key role in integrating crisis learning into FL, to enhance capabilities for anticipating, understanding and responding to emergence, rapid, complex change, uncertainties and crises. In the Philippines, for example, resilience education has been introduced to educational curriculum (Nanda and Raina, 2019). Towards pedagogical practice, we explore the value of applying and developing techniques such as causal layered analysis (CLA) for challenging assumptions, to empower and widen crisis responses and to imagine new horizons, heightening awareness of the transformative potential of crises.…”

Section: Introductionmentioning

confidence: 99%

Integrating crisis learning into futures literacy – exploring the “new normal” and imagining post-pandemic futures

Karjalainen

Mwagiru

Salminen

et al. 2022

OTH

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Purpose Crises are major events or periods faced by individuals, groups and society. This paper aims to explore the value of facilitating (un)learning in and from crises. Educators have a key role in building futures literacy (FL) for dealing with uncertainties, understanding emergence and responding to rapid, complex change. Integrating crisis learning as part of FL is important for enhanced anticipatory and crisis responses. Design/methodology/approach Adapting from causal layered analysis (CLA) methodology, experimental virtual futures workshops were designed and hosted during the coronavirus pandemic. Participants discussed COVID-19 crisis responses and imagined the “new normal”. Sessions explored mindsets applied to make sense and derive meaning from the crisis, myriad ways of adapting to uncertainty, as well as lenses used to imagine post-crisis futures. Findings In the exploratory and participatory CLA exercises, participants shared on the COVID-19 pandemic and imagined post-crisis futures. Related hopes and fears concerned self, collectives and nature. Overall, despite the dramatic nature of crises, opportunities exist for learning and transformation. Educators play a central role in heightening awareness about the dynamics and nature of crises, and integrating crisis learning into FL, as important and transformative capabilities. Research limitations/implications In exploratory dialogues, the “new normal” was applied as a frame for uncertainty. The workshops were hosted during the COVID-19 pandemic as a specific type of crisis. The workshop design is intended to be replicable in various crisis contexts and for iterative rounds with diverse groups. Therefore, futures images exemplify context-specific crisis-time sentiments. The findings presented here do not aim to be generalizable. They are liable to change across different crises, as a crisis evolves and across diverse stakeholders. Practical implications Dramatic change and crisis events offer potential moments for development, advancement and transformation. Educators have an important role in facilitating (un)learning in and from crises, elevating FL and expanding futures consciousness. The CLA methodology can assist educators to engage with multiple facets, layers and dimensions of crises. By considering crises intently, educators can help in anticipating emergence, imagining and preparing for diverse alternatives. Social implications The contemporary world is volatile, complex and ambiguous volatile, uncertain, complex and ambiguous (VUCA), as revealed by multiple crises. Crises can spotlight new possibilities and horizons and may be possible turning points. The COVID-19 is an example of a crisis disruption, which provoked thinking and contributed to action about novel prospects. To realise transformative change however, it is important to integrate crisis learning as part of FL, and here educators are an important influence. Originality/value Integrating crisis learning into FL is proposed to improve responses to the rapid pace of change and uncertainty as well as to boost crisis preparedness. As part of this, there is value in applying and developing techniques such as CLA that help explore and question assumptions, to understand diverse, possible and transformed futures. This way, we can explore, imagine and expand new horizons.

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Section: Introductionmentioning

confidence: 99%

Integrating crisis learning into futures literacy – exploring the “new normal” and imagining post-pandemic futures

Karjalainen

Mwagiru

Salminen

et al. 2022

OTH

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“…The lack of an emergency action plan was the other major fault in this study. The findings of this study and similar research studies provide useful information to plan and develop an emergency action plan for the prevention and mitigation of the emergencies and their harmful consequences in the laboratories of academic institutions ( 26 – 28 ). The prevention and mitigation measures should be prioritized for implementation in accordance with available funds and other resources.…”

Section: Discussionmentioning

confidence: 61%

Implementation of Chemical Health, Safety, and Environmental Risk Assessment in Laboratories: A Case-Series Study

Fatemi

Dehdashti²,

Jannati³

2022

Front. Public Health

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IntroductionCharacterizing risks associated with laboratory activities in universities may improve health, safety, and environmental management and reduce work-related diseases and accidents. This study aimed to develop and implement a chemical risk assessment method to determine and prioritize more hazardous chemicals in the academic laboratories.MethodsA case-series study was conducted at five academic laboratories and research facilities of an Iranian medical sciences university in 2021. A risk assessment was developed and implemented in three phases to identify, evaluate, and classify potential risks and hazards. The approach provided an innovative tool for evaluating and prioritizing risks in chemical laboratories. Hazards were classified on a five-level scale. The technique reviewed both quantitative and qualitative data and pieces of evidence using Laboratory Safety Guidance (OSHA), Occupational Hazard Datasheet (ILO), the standards of the American Conference of Governmental Industrial Hygienists (ACGIH), International Agency for Research on Cancer (IARC), and National Fire Protection Agency (NFPA) codes.ResultsOverall, the frequency of risks rated from “moderate” to “very high” levels was determined for the health hazards (9.3%), environmental hazards (35.2%), and safety hazards (20.4%). Hydrochloric acid had a high consumption rate in laboratory operations and received the highest risk levels in terms of potential hazards to employees' health and the environment. Nitric acid, Sulfuric acid, Formaldehyde, and Sodium hydroxide were assessed as potential health hazards. Moreover, Ethanol and Sulfuric acid were recognized as safety hazards. We observed adequate security provisions and procedures in academic laboratory operations. However, the lack of awareness concerning health, safety, environmental chemical hazards, and inappropriate sewage disposal systems contributed to the increasing levels of laboratory risk.ConclusionsChemicals used in laboratory activities generate workplace and environmental hazards that must be assessed, managed, and risk mitigated. Developing a method of rating health, safety, and environmental risks related to laboratory chemicals may assist in defining and understanding potential hazards. Our assessment suggested the need for improving the risk perception of individuals involved in handling chemicals to prevent exposure from workplace duties and environmental pollution hazards.

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“…Lack of an emergency action plan was the other major fault in this study. The ndings of this study and similar researches provide useful information to plan and develop an emergency action plan for prevention and mitigation the emergencies and their harmful consequences in the laboratories of academic institutions (27)(28)(29).…”

Section: Discussionmentioning

confidence: 64%

Implementation of Chemical Health, Safety and Environmental Risk Assessment in Laboratories: A Case-Series Study

Fatemi

Dehdashti

Jannati

2022

Preprint

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Background: Characterizing risks associated with laboratory activities in universities may improve health, safety, and environmental management and reduce work-related diseases and accidents. This study aimed to develop and implement a chemical risk assessment method to determine and prioritize more hazardous chemicals in the academic laboratories. Methods: A case-series study was conducted at five academic laboratories and research facilities of an Iranian medical sciences university in 2021. A risk assessment was developed and implemented in three phases including identification, evaluation and classification of potential risks and hazards. The approach provided an innovative tool evaluating and prioritizing risks in chemical laboratories. Hazards were classified in a five level scale. The technique reviewed both quantitative and qualitative data and evidences using Laboratory Safety Guidance (OSHA), Occupational Hazard Datasheet (ILO) and the standards of ACGIH, IARC and NFPA codes. Results: Overall, the frequency of risks at moderate to very high levels determined for the health hazards (9.3%), environmental hazards (35.2%), and safety hazards (20.4). Hydrochloric acid had a high consumption rate in laboratory operations and received the highest risk levels in terms of potential hazards to employees’ health and environment. Nitric acid, Sulfuric acid, Formaldehyde, and Sodium hydroxide were assessed as a potential health hazards. Moreover, Ethanol and Sulfuric acid were determined to cause safety hazards. Although security provisions and procedures were considered precisely at academic laboratory activities, but lack of awareness concerning health, safety, and environmental hazards of chemical compounds and inappropriate sewage disposal system were determined as the main factors in increasing risk levels.Conclusion: Chemicals used in laboratory activities generate workplace and environmental hazards that must be assessed and mitigated. Developing a method of rating health, safety, and environmental risks related to laboratory chemicals may assist in defining and understanding potential hazards. Our assessment suggested the need for improving risk perception of individuals involved in handling chemicals to prevent from workplace and environmental hazards.

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Integrating disaster risk reduction in school curriculum: A vision statement by a joint working group of university and medical teachers

Cited by 11 publications

References 0 publications

Integrating crisis learning into futures literacy – exploring the “new normal” and imagining post-pandemic futures

Integrating crisis learning into futures literacy – exploring the “new normal” and imagining post-pandemic futures

Implementation of Chemical Health, Safety, and Environmental Risk Assessment in Laboratories: A Case-Series Study

Implementation of Chemical Health, Safety and Environmental Risk Assessment in Laboratories: A Case-Series Study

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