Social capital and social learning after Hurricane Sandy

Storr, Virgil Henry; Haeffele-Balch, Stefanie; Grube, Laura E.

doi:10.1007/s11138-016-0362-z

Cited by 38 publications

(18 citation statements)

References 28 publications

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“…As the post‐event survey data show, most participants left this event with increased understanding of the challenges of managing SLR and greater inclination to build resilience by a marked willingness to pay more taxes. This suggests that the process used in the H4RC demonstrates the benefits of providing participants opportunities to engage in social learning through an exchange of information and perspectives across a bridging social network, an approach that has built resilience in some post‐disaster communities (Storr et al ).…”

Section: Resultsmentioning

confidence: 99%

“…Literature on the strength of social capital within communities suggests that bringing together people who are members of differing groups, but who have similar long‐term ends, leads to greater impact than relying on individuals who are linked solely by bonding (or close circle) social networks (Agnitsch et al ; Norris et al ; Smith et al ). Therefore, the cohesion and trust developed in social networks are key to developing resilience in the face of potential threats and crisis (Storr et al ). This broader collective approach builds the capacity to engage with uncertainty and potential change, and to adapt, cope, and innovate, as such communal regard “invites transformation, calling us not only to new facts and theories and values but also to new ways of living our lives” (Palmer , p. 38).…”

Section: Discussionmentioning

confidence: 99%

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Engaging Stakeholders in Planning for Sea Level Rise and Resilience

Yusuf

John

Covi

et al. 2018

Contemporary Water Research

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This case study describes a region‐wide, multi‐sectoral, and whole‐of‐community stakeholder engagement approach for addressing sea level rise (SLR) and flooding. This approach was implemented through a university‐led community engagement event, the Hampton Roads Resilient Region Reality Check (H4RC), which allowed an examination of its effectiveness as a mechanism for capturing community‐wide perceptions regarding SLR, flooding, and associated risks; engaging stakeholders in discussion within and across different groups; and assessing community willingness to address flooding and SLR. The results show that the event helped participants broaden their perspectives and understanding of flooding and SLR. In an approach that called for participants to engage in social learning across social networks, the event had some effect on individual efficacy. However, there was little impact on participants' already‐established perception that the region does not possess significant willingness to take action.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Engaging Stakeholders in Planning for Sea Level Rise and Resilience

Yusuf

John

Covi

et al. 2018

Contemporary Water Research

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“…The interpersonal relationships, common understandings, identities, values, and the human networking of a community which helps them function smoothly are some of the features of the social capital. This term has been used in the early social science literature to explain the ability of people to access certain resources and being part of a certain group (Storr et al 2017). When people face unexpected hard times such as disasters the first responders will always be their family, relatives, friends, and the neighboring community who come in to help as a safety net.…”

Section: Social Capital and Sense Of Belonging In Post-disaster Recoverymentioning

confidence: 99%

Role of Social Belongingness During the Post-Disaster Recovery

Tennakoon¹,

Serrao‐Neumann²

2020

Encyclopedia of the UN Sustainable Development Goals

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Sense of belonging Sense of belonging is a common state of emotions any human being would feel right about. It frames who someone is and where that person is connected to. It develops the value of a person, and the absence of such a feeling may develop an insecurity resulting in negative consequences both physically and psychologically (Allen 2019). In broader terms, the state of belonging shapes up one's recognition (Chin 2019). This gradually develops the relationships and collectively forms a group, or a community, which welcomes and accepts each other. On the other hand, this state of mind may pull oneself out from being socially affiliated with other social groups, and might not be welcoming of other groups into one's own group.

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“…A disaster is a natural phenomenon or an event phenomenon that can have a wide-ranging impact on society (Dahl & Millora, 2016;Onuma et al, 2017;Storr et al, 2017). The impact caused by the occurrence of the disaster to the wider community, it is necessary to have qualified knowledge through disaster mitigation education in environmental learning (Crow & Albright, 2019;Rahmayanti et al, 2020;Storr et al, 2017). The provision of disaster mitigation education is very important and must be carried out continuously and routinely including when the pandemic of Coronavirus Diseases 2019 (COVID-19) occurs.…”

Section: Introductionmentioning

confidence: 99%

“…this disaster mitigation education must be included in the education curriculum, especially on subjects that have correlations or relationships within it . The application of lessons learned from disaster mitigation education can reduce risks resulting from the occurrence of natural disasters (Storr et al, 2017). Based on this description, the purpose of this study was to describe students' knowledge about disaster mitigation during the new normal era.…”

Section: Introductionmentioning

confidence: 99%

Environmental Education for Prevent Disaster: A Survey of Students Knowledge in Beginning New Normal of COVID-19

Ilyasa

Rahmayanti

Muzani

et al. 2020

IJoASER

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The purpose of this study was to determine the importance of implementing disaster mitigation education in schools during the new normal era of coronavirus disease 2019 (COVID-19). The method in this research used descriptive research design using a survey study approach. The research instrument used was a knowledge test with the number of questions as many as 15 items. The sample used was senior high school students who were randomly selected. The level of good and lack of knowledge is determined based on the average total score. A good level of knowledge has a condition> 111.76, while a level of knowledge that lacks a condition <111.76. The results of this study are that the majority of respondents have a total score that is less with a mean score of 101.94, while respondents who have a good number of scores have an average score of 127. Overall respondents have an average of 111.76. Then conducted an Independent Sample t-test with the result that there are differences in the number of good disaster mitigation knowledge scores on respondents with the number of disaster mitigation knowledge scores that are less on respondents with a p-value of 0,000 with a degree of freedom is 95%. The implementation of disaster education in the new normal era is important to continue to prevent transmission of COVID-19. The conclusion of this study is the score of students' knowledge about disaster needs to be improved in the new normal era. Keywords: Disaster Mitigation Education, Disaster Mitigation Knowledge, COVID-19

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Social capital and social learning after Hurricane Sandy

Cited by 38 publications

References 28 publications

Engaging Stakeholders in Planning for Sea Level Rise and Resilience

Engaging Stakeholders in Planning for Sea Level Rise and Resilience

Role of Social Belongingness During the Post-Disaster Recovery

Environmental Education for Prevent Disaster: A Survey of Students Knowledge in Beginning New Normal of COVID-19

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