@article {bnh-7980, title = {Black Summer - how the NSW community responded to the 2019-20 bushfire season}, number = {651}, year = {2021}, month = {05/2021}, pages = {130}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

The 2019-20 bushfire season saw unprecedented, destructive bushfires across New South Wales (NSW). After an early start to the fire season in August 2019, fires spread south from the Queensland border to the Victorian border over the course of spring and summer. Tens of thousands of people were displaced by the fires, including residents, tourists and visitors to affected areas. Significant rainfall in early February 2020 helped contain the fires by February 13 and brought an end to the most deadly and destructive fire season in NSW history. Tragically, 26 people lost their lives in the fires, including four NSW RFS volunteers and three US aerial firefighters. Many more people were affected by smoke, including in regional areas and major population centres such as the north coast, Sydney, Canberra, Newcastle and Wollongong. By season{\textquoteright}s end, fires had burned a record 5.5 million hectares of NSW and destroyed 2,448 homes (NSW RFS 2020). Community and commercial buildings and infrastructure were also significantly impacted on. The fires adversely affected many industries, including agriculture, forestry and tourism.

The NSW RFS engaged the Bushfire and Natural Hazards Cooperative Research Centre to conduct research into community preparedness, warnings and responses to the 2019-20 NSW bushfires. The NSW RFS identified eight key themes for investigation, including: (i) risk communication; (ii) effect of prolonged and repeated exposure to bushfire on planning, preparation and responses; (iii) effect of previous experience and exposure to bushfire on planning, preparation and responses; (iv) sheltering practices; (v) experiences of tourists and visitors; (vi) awareness and attitudes toward bushfire risk reduction; (vii) building standards; and (viii) community recovery and resilience.

This report presents findings from research into community attitudes and experiences of the 2019-20 bushfire season undertaken for the NSW RFS. The NSW RFS Statement of Work identified the following themes and questions for investigation:

}, keywords = {Bushfire, communication, communities, Community safety, education, Fire, Warnings}, isbn = {978-0-6482756-9-5}, issn = {651}, author = {J Whittaker and Katharine Haynes and Wilkinson, Carrie and Matalena Tofa and Tasmin Dilworth and Jessica Collins and Lillian Tait and Stephanie Samson} } @article {bnh-8208, title = {Nandong smong and tsunami lullabies: Song and music as an effective communication tool in disaster risk reduction}, journal = {International Journal of Disaster Risk Reduction}, volume = {65}, year = {2021}, month = {08/2021}, abstract = {

Growing international appreciation of the increasing risk posed by natural hazard events acknowledges the effects that climate change and increasingly vulnerable populations will have on future costs and casualties of disasters. As concerns about the impacts of natural hazard events increase, researchers and practitioners are interested in identifying effective processes to build individual and community resilience. To date, despite resources, time and effort being made by governments and NGOs to encourage disaster risk reduction (DRR) programs at national, regional and local levels, most communities remain poorly prepared, and improvements have only been incremental.

One way to gain insight into systems that may improve local community resilience is to examine (rare) examples where communities have avoided the worst impacts of a natural disaster through implementation of recognizable DRR strategies. One example is Simeulue Island in Indonesia. Simeulue was only 43\ km from the epicenter of the earthquake that initiated the Indian Ocean tsunami in December 2004. The 15\ m tsunami waves destroyed all but two of the islands 171 schools, 60 bridges, 41 medical centers and left 85\% of the population homeless; but only 7 out of the 80,000 inhabitants died [1]. Music and song have been identified as an important part of Simeulue{\textquoteright}s DRR success [2-4]. This paper discusses the nature of the songs of Simeulue and considers the socio-cognitive processes whereby music was co-opted to entrain risk information about tsunami and their avoidance into the Simeulue community{\textquoteright}s Sense of Coherence ({\textquoteleft}SOC{\textquoteright}). The findings indicate that the people of Simeulue applied techniques now understood to optimize learning. While highly effective, they rely on rudimentary human skills and have consequently been overlooked or ignored in most formal DRR contexts.

}, keywords = {communication, disasters, DRR, education, Music, Song, Story}, doi = {https://doi.org/10.1016/j.ijdrr.2021.102527}, url = {https://www.sciencedirect.com/science/article/pii/S221242092100488X?dgcid=author}, author = {Sutton, S and Paton, Douglas and Burgelt , Petra T. and Saut Sagala and Ella Meilianda} } @article {bnh-6986, title = {Building best practice in child-centred disaster risk reduction: annual project report 2018-2019}, number = {575}, year = {2020}, month = {06/2020}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

Emerging as a distinct approach to disaster risk reduction (DRR) over the last 15 years, the primary objective of Child-Centred Disaster Risk Reduction (CCDRR) is to strengthen children{\textquoteright}s knowledge and skills so that they understand the disaster risks that exist in their communities and can take a lead role in reducing those risks. In the Australian context, the most commonly practiced form of CCDRR is school-based Disaster Risk Reduction and Resilience Education (DRRRE).

To support the delivery of effective and sustainable in DRRRE in Australian schools, research conducted in the first phase of this project (2014-2017) was focused on the development of guiding models and frameworks and the evaluation and redevelopment of End-User DRRRE programs and resources.

For second phase of the project (2017-2020), the focus has shifted toward school-led DRRRE programs and initiatives, which will enable bottom-up processes to inform end-user policy and practice. The project is also addressing the vexing issue of scaled implementation through the development of an evidence-based national framework which brings together the concerns and priorities of emergency management agencies and the education sector.\ 

This Annual Report provides a summary of progress to date, including a discussion of how cumulative research outputs from the first four years of the project are being utilised by End-User agencies to inform DRRRE program design, implementation and evaluation. It then provides the details on the various research activities which comprise the 2017-2020 research program, including:

  1. Project-based learning for disaster risk reduction and resilience: an explanatory case study from Harkaway Primary School;
  2. Descriptive case studies of good practice in DRRRE;
  3. A national study of DRRRE implementation: the 3Rs of disaster education;
  4. The redevelopment of the DRRRE Practice Framework.

The report also includes a summary of current PhD projects and a comprehensive list of publications that have been produced over the course of the project.

}, keywords = {child-centred, Disaster risk reduction, education, practice}, issn = {575}, author = {Briony Towers} } @article {bnh-6537, title = {Decision making, team monitoring \& organisational learning in emergency management annual report 2018-2019}, number = {531}, year = {2020}, month = {01/2020}, institution = {Bushfire and Natural Hazards CRC}, address = {Melbourne}, abstract = {

This project explores aspects of teamwork, decision making and organisational learning with the aim of better supporting people working in complex strategic operations centres.\  We have adopted a human-centred design method to produce practical tools that are designed around how people use these tools in their workplace.\  As part of this process end-users are embedded into the research process. Bringing end-users into the research process creates a partnership where the researchers contribute their knowledge of literature, theory and the research process and the end-users contribute their requirements, operational knowledge and understanding of the barriers to utilisation and adoption.\  Using the human-centred design method we have created a number of practical tools that are at various stages of development.\  These tools focus on managing teams, how to make better decisions, and how to better utilise the products of research.\  For the tools that have reached (or are close to reaching) the end of their evaluation we have also developed training to support their use by end-users.\  We have seen extensive operational use by end-users of the tools we have developed, with a number of agencies amending their standard operating procedures to facilitate use of the tools. \ In addition, research from the project has formed the basis of several key publications (e.g. the Resilience Expert Advisory Group{\textquoteright}s {\textquotedblleft}A practical guide for crisis decision making.{\textquotedblright}). Into the future we will be continuing to develop new tools to support teamwork, decision making and organisational learning and expect to see further utilisation by agencies both in Australia and worldwide.

}, keywords = {Decision making, education, Emergency management, teams}, issn = {531}, author = {Christopher Bearman and Brooks, B and Owen, Christine and Steve Curnin and Peter Hayes and Heather Stuart} } @book {bnh-6799, title = {Disaster Education, Communication and Engagement}, year = {2020}, publisher = { John Wiley \& Sons}, organization = { John Wiley \& Sons}, address = {Oxford}, abstract = {

Disaster Education, Communication and Engagement\ provides a much-needed evidence-based guide for designing effective disaster learning plans and programs that are tailored to local communities and their particular hazard risks. Drawing on the most recent research from disaster psychology, disaster sociology, and education psychology, as well as evaluations of disaster learning programs, the book contains practical guidance for putting in place a proven design framework. The book\ draws heavily on research from multiple CRC projects and presents a detailed framework to guide the design and evaluation of tailored disaster learning programs, including information that links disaster resilience with sustainability and climate change learning.

The book outlines the steps to take in order to tailor a disaster education, communication and engagement program and highlights illustrative examples of effective programs and activities from around the world. The author includes information on how to identify potential community learners and presents a methodology for understanding the at-risk community, its hazard risks, disaster risk reduction, and emergency management arrangements.\ Disaster Education, Communication and Engagement\ describes both country-wide campaigns and local disaster programs that involve community participation. This important resource:\ 

Written for emergency managers, students of emergency management, and humanitarian courses,\ Disaster Education, Communication and Engagement\ is a hands-on guide filled with ideas and templates for designing and evaluating targeted disaster learning programs.

}, keywords = {communication, disaster, education, engagement}, issn = {978-1-119-56979-4}, url = {https://www.wiley.com/en-us/Disaster+Education\%2C+Communication+and+Engagement-p-9781119569770}, author = {Neil Dufty} } @mastersthesis {bnh-8160, title = {Disaster risk reduction education for children: a study in Bangladesh engaging children as co-researchers}, volume = {Doctor of Philosophy}, year = {2020}, month = {10/2020}, pages = {379}, school = {CQUniversity}, address = {Melbourne}, abstract = {

In the last decade, a number of studies have been conducted on different types of disaster education programs for children. These studies suggest that such programs enable children to be more resilient, not only in terms of increased knowledge on disaster risk reduction (DRR) but also increased preparedness and confidence. However, despite the positive findings, significant challenges still remain. In spite of generating effective DRR outcomes, the area of program development and evaluation lacks a guiding model. This includes one that speaks to both effectiveness and sustainable implementation. Disaster education programs for children are mostly designed and implemented by non-formal educators such as development and humanitarian agencies. As a result, the literature is primarily based on the evaluation of programs (such as those of Non-Government Organisations or NGOs). Many of these have been identified as having significant methodological limitations. Studies to date also typically rely on DRR knowledge indicators and do not identify the explicit elements of the programs responsible for generating specific positive outcomes. None of the studies has sought direct opinion from children regarding the process, efficacy and outcomes of such programs.\ 

Thus, this study aims to conduct rigorously designed research on DRR education for children in Bangladesh by involving children{\textquoteright}s active input and participation. In so doing, it aims to identify the specific elements of the DRR education programs for children that produce positive outcomes. Another aim is to examine implementation factors, including those structural and process factors that facilitate rather than impede sustainable implementation and child-participation.\ 

Considering the role of active child participation in this research, this study sought to empower the children by engaging them as co-researchers. Since the power inequalities between child participants and adult researchers are inevitable for obvious reasons such as age gap, lack of experience of children in the field of research and, above all, the accountability mechanism in academia, child-participation literature recommends the intriguing idea of seeking children{\textquoteright}s assistance in understanding their perspectives, instead of merely regarding them as research objects. This study therefore fostered children as co-researchers by involving them in various research activities, ranging from data collection to analysis, and importantly, in documenting the findings. To more effectively minimise the power differential, the study incorporated child-friendly methods and techniques that are built on children{\textquoteright}s competencies and interests and ensured that the children had support from each other.\ 

This study makes a significant contribution to our theoretical understanding of DRR education for children by exploring its related challenges and achievements. It provides evidence for improvements in relevant policy and practice. The recommendations made by the child co-researchers can be used as guiding principles in the design and implementation of child-centred DRR education programs in Bangladesh. Most importantly, by bringing children on board as co-researchers, this study provides a framework for engaging children in research on disasters. It therefore encourages future researchers to empower children as co-researchers and foster their genuine participation in research.\ 

}, keywords = {Bangladesh, child-centred, children, co-researchers, Disaster risk reduction, education}, author = {Mayeda Rashid} } @article {bnh-6566, title = {Using the human centred design method to develop tools for non-technical skills in emergency management}, number = {532}, year = {2020}, month = {01/2020}, institution = {Bushfire \& Natural Hazards CRC}, address = {Melbourne}, abstract = {

Human Centred Design (HCD) is a widely used design process that seeks to ensure that products are designed to efficiently and effectively support the needs of the human user.\  At the heart of the HCD process is an iterative cycle of development and testing in conjunction with end-users.\  This places the humans who play such a central role in emergency management at the centre of the design activity.\  The BNHCRC project: team monitoring, decision making and organisational learning has used the human centred design approach to develop a number of tools that support human decision making and team management during emergencies.\  This report introduces the human centred design process and shows how it was used to develop the decision making and team management tools.

}, keywords = {Decision making, education, Emergency management, human centred design, team management}, issn = {532}, author = {Christopher Bearman and Brooks, B and Owen, Christine and Steve Curnin} } @conference {bnh-6508, title = {School-based bushfire education: advancing teaching and learning for risk reduction and resilience}, booktitle = {AFAC19 powered by INTERSCHUTZ - Bushfire and Natural Hazards CRC Research Forum}, year = {2019}, month = {12/2019}, publisher = {Australian Institute for Disaster Resilience}, organization = {Australian Institute for Disaster Resilience}, address = {Melbourne}, abstract = {

In response to Recommendation 6 of the 2009 Victorian Bushfires Royal Commission, the topic of bushfire has been incorporated into the Australian school curriculum. To support the implementation of this new curriculum content, fire agencies and education authorities have invested in a range of bushfire education programs and resources. Research in the field of school-based bushfire education has also intensified. Drawing on key findings from a suite of recent Australian studies, this paper outlines two key elements of effective school-based bushfire education that have the potential to advance teaching and learning for risk reduction and resilience. The first is a holistic risk framework that builds children{\textquoteright}s conceptual understanding of bushfire risk as a socioenvironmental phenomenon that derives from the interaction a physical hazard, the vulnerability of exposed people and assets, and the capacities people possess for disaster risk reduction. The second is a place-based pedagogy of bushfire risk, which grounds teaching and learning in the socioenvironmental contexts of children{\textquoteright}s lives.\  The paper concludes with some key recommendations for the continued development of good practice in this emergent field.

Download the full non-peer reviewed research proceedings\ from the Bushfire and Natural Hazards CRC Research Forumhere.

}, keywords = {Bushfire, education, resilience, risk management, risk reduction, schools, Vulnerability}, url = {https://knowledge.aidr.org.au/resources/australian-journal-of-emergency-management-monograph-series/}, author = {Briony Towers} }