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1 – 10 of 239Danielle Every and John Richardson
The purpose of this paper is to propose a practice framework for disaster resilience education (DRE) with homeless communities.
Abstract
Purpose
The purpose of this paper is to propose a practice framework for disaster resilience education (DRE) with homeless communities.
Design/methodology/approach
A survey with 163 homeless service providers together with 45 interviews with people with a lived experience of homelessness, homeless service providers and emergency services.
Findings
Key principles for DRE with the homeless community were: safe relationships, collaboration, strengths-based, empowerment, providing essential resources, and inclusivity. Recommendations for the design of DRE foregrounded partnerships and knowledge sharing between the homeless community and emergency services. Locally relevant risk information and material supports, together with sharing stories and eliciting values were important considerations for developing DRE content. Preferred delivery methods were outreach to build on trusted relationships and existing services, together with written material in large font emphasising images for distribution through drop in centres, food vans and new tenancy packages.
Practical implications
The key principles, together with the detailed suggestions outlining ways to translate the principles into actions, can be used by emergency and homeless services to develop effective DRE materials and programmes.
Social implications
The proposed DRE framework aims to not only enhance disaster risk knowledge, but also address the exclusion, isolation and disempowerment experienced by people who are homeless. By building on an effective intervention models within homeless services (Trauma-Informed Care) DRE can enhance the social connection, self-confidence and well-being goals of homeless services and clients.
Originality/value
The DRE framework is based on the first comprehensive Australian research with homeless services, clients and emergency managers on best practice for improving extreme weather preparedness in the homeless community.
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Revathi Nuggehalli Krishna, Caroline Spencer, Kevin Ronan and Eva Alisic
Children can play an active and valuable role to minimise disaster risks and vulnerabilities. Yet, peer-reviewed literature on child participation in Disaster Resilience Education…
Abstract
Purpose
Children can play an active and valuable role to minimise disaster risks and vulnerabilities. Yet, peer-reviewed literature on child participation in Disaster Resilience Education (DRE) is lacking. This knowledge gap is larger in low- and middle-income countries, especially related to vulnerable communities. The current study explores how child participation in developing and delivering a DRE intervention is associated with their mental well-being and resilience.
Design/methodology/approach
This qualitative study is part of a larger project where a DRE intervention was co-developed and delivered by children in the informal settlements in Chennai, India, using a participatory approach. This project used qualitative methods including interviews and focus group discussions with children who co-developed the intervention, their parents and staff members of the collaborating Non-Government Organisation (NGO) to understand their experiences and inform its processes.
Findings
The children involved in the development and delivery of the intervention reported that not only did they learn the skills necessary to prepare for hazards in the future, it also increased their confidence, self-worth and self-efficacy. This was also observed by parents and staff members of the collaborating NGO. They expressed pride towards the children and applauded their ability to communicate key Disaster Risk Reduction (DRR) messages with assertiveness.
Research limitations/implications
There is a dearth of empirical papers on child participation in DRR activities, and this study fills some of that gap by reporting the perceived impact of children's participation on their mental well-being and resilience. Furthermore, this study can act as a roadmap for researchers aiming to do action research with children.
Practical implications
DRR is more effective when all stakeholders, especially the affected and at-risk children, and communities are closely involved in structuring, planning, developing and delivering key disaster preparedness messages. This study serves to show that children's participation in DRR activities not only impacts their preparedness but that it helps children in disaster recovery as well, in addition to building their resilience and overall improvement in their mental well-being.
Social implications
Given the participatory nature of this study, it involves children closely in the development and delivery of DRE intervention. The communities involved in this study had complex vulnerabilities including poverty, marginalisation and based in a low-and-middle income country, India. Oftentimes, these communities are not represented in scientific literature, and this study attempts to bridge that gap.
Originality/value
This study presents a multi-stakeholder perspective on child participation in its potential impact on children's mental well-being and resilience. The DRE intervention was co-developed and delivered by children in the community making it unique in its development process as well as the context it was developed in – informal settlements in Chennai, India.
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David Truswell and Richard Bryant‐Jefferies
This article summarises what the Department of Health's (2005) Delivering Race Equality (DRE) agenda in mental health services set out to achieve and the background to this. The…
Abstract
This article summarises what the Department of Health's (2005) Delivering Race Equality (DRE) agenda in mental health services set out to achieve and the background to this. The article then provides commentary on the Central and North West London NHS Foundation Trust's experiences while acting as one of the 18 focused implementation sites (FIS) created as part of the Department of Health's five‐year Delivering Race Equality Action Plan and highlights the recommendations that developed out of this work and have national application.
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Trevor Thornett and Rosemary Viggiani
Comments that Pen y Dre is a school in a socially deprived area of South Wales and that through their strategy of “Raising Achievement” they have succeeded in doubling their…
Abstract
Comments that Pen y Dre is a school in a socially deprived area of South Wales and that through their strategy of “Raising Achievement” they have succeeded in doubling their examination results and raising the self‐esteem of the school and local area over the past two years. Notes that the winning of the Wales Quality Award for Education in November 1995 was another important milestone for the school in its drive for continuous improvement, seamlessly building quality into every aspect of the school. Highlights some of the methods that the school has employed to implement its commitment to Raising Achievement. Points out that from this assessment, it will become apparent that many of the methods employed in industry are equally applicable to the educational environment ‐ indeed, many of the processes evident in the school are developed well beyond many currently employed as good business practice in other sectors. Notes that the process of assessment for the Wales Quality Award drew out a number of valuable lessons for both the school and the members of the assessment team. Discusses these points which are applicable beyond the confines of the school gates and should interest many in the educational, business and industrial sectors.
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Maria Grazia Fallanca, Antonio Fabio Forgione and Edoardo Otranto
This study aims to propose a non-linear model to describe the effect of macroeconomic shocks on delinquency rates of three kinds of bank loans. Indeed, a wealth of literature has…
Abstract
Purpose
This study aims to propose a non-linear model to describe the effect of macroeconomic shocks on delinquency rates of three kinds of bank loans. Indeed, a wealth of literature has recognized significant evidence of the linkage between macro conditions and credit vulnerability, perceiving the importance of the high amount of bad loans for economic stagnation and financial vulnerability.
Design/methodology/approach
Generally, this linkage was represented by linear relationships, but the strong dependence of bank loan default on the economic cycle, subject to changes in regime, could suggest non-linear models as more appropriate. Indeed, macroeconomic variables affect the performance of bank’s portfolio loan, but such a relationship is subject to changes disturbing the stability of parameters along the time. This study is an attempt to model three different kinds of bank loan defaults and to forecast them in the case of the USA, detecting non-linear and asymmetric behaviors by the adoption of a Markov-switching (MS) approach.
Findings
Comparing it with the classical linear model, the authors identify evidence for the presence of regimes and asymmetries, changing in correspondence of the recession periods during the span of 1987–2017.
Research limitations/implications
The data are at a quarterly frequency, and more observations and more extended research periods could ameliorate the MS technique.
Practical implications
The good forecasting performance of this model could be applied by authorities to fine-tune their policies and deal with different types of loans and to diversify strategies during the different economic trends. In addition, bank management can refer to the performance of macroeconomic conditions to predict the performance of their bad loans.
Originality/value
The authors show a clear outperformance of the MS model concerning the linear one.
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This chapter reports on findings from a wider research project undertaken in Portugal. It focuses on the views of school principals with respect to (new) policy on the school…
Abstract
This chapter reports on findings from a wider research project undertaken in Portugal. It focuses on the views of school principals with respect to (new) policy on the school curriculum. School principals have to balance conflicting goals and to manage tensions of implementation, particularly in a context of intense school reform. As policy gatekeepers and interpreters, school leaders have a pivotal role to play in how policies are framed, managed, and discussed in the context of their schools. Data presented in this text are drawn from a wider 3-year study. Findings point to the existence of contradictory elements in the principals' accounts. In general, they are critical of the new curriculum policy and question the adequacy of the conditions currently existing in schools to put it into operation. Overall, the regulatory and centralized orientation stands in sharp contrast to the very essence of the policies that call for local, contextualized, and innovative solutions. Such findings need to be analyzed within a centralized and bureaucratic education system in which a logic of control and standardized management of education still dominates.
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