Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using t...Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using the sociological disciplinary framework in a detailed qualitative case study of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. This paper considers the three sub-disciplines of sociology: the sociology of disaster, the sociology of education and the sociology of education governance in a development context. These sub-disciplines are nested together to analyse social, political and historical factors and their relationships which are helpful to identify risks and vulnerabilities in the education sector in Nepal. These are the major areas to explore the disaster context and needs of context-specific education acts (hereafter DRR education) to minimise the potential risks of disasters. The article concludes that the social disciplinary framework is significantly useful to analyse DRR education provisions and implications of education governance to mobilise school in disaster preparedness, response and recovery.展开更多
This article draws from detailed qualitative case studies of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. Using Arnstein’s [1] ladder of participation, i...This article draws from detailed qualitative case studies of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. Using Arnstein’s [1] ladder of participation, it explores nature and importance of participation to address the local disaster context. Along with Robertson et al.’s [2] pluri-scalar education governance framework, it also discusses the current forms of participation from various stakeholders specifically within the education system. The article analyses the reasons for stakeholders’ participation in DRR initiatives. It also explains the purpose of the participation, challenges of participation in DRR education, and highlights some key messages around what the study’s data says about participation in DRR education. The article concludes with the idea that curriculum participation is a crucial element to mobilise schools for their disaster preparedness, response and recovery journeys.展开更多
A complete and detail method is described to get digitally reconstructed radiographs （DRRs）. Casting rays to traverse CT images, computing CT values of resample points by interpolation, then converting CT value to i...A complete and detail method is described to get digitally reconstructed radiographs （DRRs）. Casting rays to traverse CT images, computing CT values of resample points by interpolation, then converting CT value to its attenuation coefficient by using simplified segment function. Finally, DRRs enhancement is made to get the better display of region of interest （ROI）, and a new way is adopted to adjust the customization coefficient. The experimental results show that the proposed method is effective in generating the satisfied DRRs.展开更多
Science and technology innovation has always been present in Asia,but its application in disaster risk reduction(DRR) has been differential.In Asia,globally significant hotspots of disasters and economic development h...Science and technology innovation has always been present in Asia,but its application in disaster risk reduction(DRR) has been differential.In Asia,globally significant hotspots of disasters and economic development have emerged in which the application of science and technology in DRR has become an essential requirement for informed decision making.Science has supported establishment and implementation of major international initiatives in DRR,including the Hyogo Framework for Action 2005-2015.The more recent Sendai Framework for DRR 2015-2030 recognizes the importance of science and technology in all of its priority action areas,and subsequent global and regional forums and conferences have reconfirmed science and technology's importance.To perceive and monitor the progress of science and technology in DRR,a qualitative assessment of different countries is made using three major attributes:(1) science-based decision making;(2) investment in science and technology;and(3) the intensity of science's link to the public.This assessment exercise points out several strengths and weaknesses in science and technology application;the method can be employed to develop future multistakeholder and multidisciplinary science and technology plans at the country level.To implement regional and national activities,a set of 15 recommendations is put forward,which will strengthen the collective regional "science voice" in DRR.展开更多
文摘Disaster is a social phenomenon. The occurrence and impacts of disasters including the education sector can be studied through a social problem lens. This paper draws meaning and understanding of DRR education using the sociological disciplinary framework in a detailed qualitative case study of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. This paper considers the three sub-disciplines of sociology: the sociology of disaster, the sociology of education and the sociology of education governance in a development context. These sub-disciplines are nested together to analyse social, political and historical factors and their relationships which are helpful to identify risks and vulnerabilities in the education sector in Nepal. These are the major areas to explore the disaster context and needs of context-specific education acts (hereafter DRR education) to minimise the potential risks of disasters. The article concludes that the social disciplinary framework is significantly useful to analyse DRR education provisions and implications of education governance to mobilise school in disaster preparedness, response and recovery.
文摘This article draws from detailed qualitative case studies of three schools as they responded to the devastating Gorakha earthquake in 2015 and other disasters in Nepal. Using Arnstein’s [1] ladder of participation, it explores nature and importance of participation to address the local disaster context. Along with Robertson et al.’s [2] pluri-scalar education governance framework, it also discusses the current forms of participation from various stakeholders specifically within the education system. The article analyses the reasons for stakeholders’ participation in DRR initiatives. It also explains the purpose of the participation, challenges of participation in DRR education, and highlights some key messages around what the study’s data says about participation in DRR education. The article concludes with the idea that curriculum participation is a crucial element to mobilise schools for their disaster preparedness, response and recovery journeys.
基金Support by Natural Science Foundation of Yunnan Province (2008 C0013R)
文摘A complete and detail method is described to get digitally reconstructed radiographs （DRRs）. Casting rays to traverse CT images, computing CT values of resample points by interpolation, then converting CT value to its attenuation coefficient by using simplified segment function. Finally, DRRs enhancement is made to get the better display of region of interest （ROI）, and a new way is adopted to adjust the customization coefficient. The experimental results show that the proposed method is effective in generating the satisfied DRRs.
文摘Science and technology innovation has always been present in Asia,but its application in disaster risk reduction(DRR) has been differential.In Asia,globally significant hotspots of disasters and economic development have emerged in which the application of science and technology in DRR has become an essential requirement for informed decision making.Science has supported establishment and implementation of major international initiatives in DRR,including the Hyogo Framework for Action 2005-2015.The more recent Sendai Framework for DRR 2015-2030 recognizes the importance of science and technology in all of its priority action areas,and subsequent global and regional forums and conferences have reconfirmed science and technology's importance.To perceive and monitor the progress of science and technology in DRR,a qualitative assessment of different countries is made using three major attributes:(1) science-based decision making;(2) investment in science and technology;and(3) the intensity of science's link to the public.This assessment exercise points out several strengths and weaknesses in science and technology application;the method can be employed to develop future multistakeholder and multidisciplinary science and technology plans at the country level.To implement regional and national activities,a set of 15 recommendations is put forward,which will strengthen the collective regional "science voice" in DRR.
