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
The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai F...The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030,which analyzes the overall impacts on the education sector.Then we discuss the overall impact on education sectors,with specific focus on disaster risk reduction(DRR)education and education for sustainable development(ESD).Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages.Specific case analysis of COVID-19 response in the education sector is presented from Omuta City,Japan,which is considered as a champion city for ESD.Four phases of response in Omuta City are characterized with three specific foci:(1)mitigating covid impacts on educational program and participants;(2)preventing exacerbation of covid transmission within and outside schools;and(3)maintaining educational program integrity despite covid.Key lessons are summarized in the concluding section,which explore the importance of(1)educational governance(on critical decision making)during the pandemic as well as with cascading risks;(2)enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education;(3)risk communication and citizen behavior;and(4)use of technology.We argue that integration of health and DRR education is important,that resilience needs to be redefined in terms of sustainable development goals(SDGs),and that education plays a vital role in achieving these ends.展开更多
Probabilistic linguistic term sets(PLTSs)are an effective tool for expressing subjective human cognition that offer advantages in the field ofmulti-attribute decision-making(MADM).However,studies have found that PLTSs...Probabilistic linguistic term sets(PLTSs)are an effective tool for expressing subjective human cognition that offer advantages in the field ofmulti-attribute decision-making(MADM).However,studies have found that PLTSs have lost their ability to accurately capture the views of decision-makers(DMs)in certain circumstances,such as when the DM hesitates between multiple linguistic terms or the decision information is incomplete,thus affecting their role in the decision-making process.Belief function theory is a leading streamof thought in uncertainty processing that is suitable for dealing with the limitations of PLTS.Therefore,the purpose of this study is to extend PLTS to incorporate belief function theory.First,we provide the basic concepts of the extended PLTS(i.e.,belief-based PLTS)through case analyses.Second,the aggregation operator of belief-based PLTS is defined with the ordered weighted average(OWA)-based soft likelihood function,which is improved by considering the reliability of the information source.Third,to measure the magnitude of different belief-based PLTSs,the belief interval of singleton is calculated,and the comparison method of belief-based PLTS is constructed based on probabilities.On the basis of the preceding discussion,we further develop an emergency decision framework that includes several novel techniques,such as attribute weight determination and decision information aggregation.Finally,the usefulness of the framework is demonstrated through a case study,and its effectiveness is illustrated through a series of comparisons.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The global COVID-19 pandemic has challenged different development sectors,including education.In this article,two main analyses are provided:one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030,which analyzes the overall impacts on the education sector.Then we discuss the overall impact on education sectors,with specific focus on disaster risk reduction(DRR)education and education for sustainable development(ESD).Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages.Specific case analysis of COVID-19 response in the education sector is presented from Omuta City,Japan,which is considered as a champion city for ESD.Four phases of response in Omuta City are characterized with three specific foci:(1)mitigating covid impacts on educational program and participants;(2)preventing exacerbation of covid transmission within and outside schools;and(3)maintaining educational program integrity despite covid.Key lessons are summarized in the concluding section,which explore the importance of(1)educational governance(on critical decision making)during the pandemic as well as with cascading risks;(2)enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education;(3)risk communication and citizen behavior;and(4)use of technology.We argue that integration of health and DRR education is important,that resilience needs to be redefined in terms of sustainable development goals(SDGs),and that education plays a vital role in achieving these ends.
基金supported by National Social Science Foundation of China (Grant No.17ZDA030).
文摘Probabilistic linguistic term sets(PLTSs)are an effective tool for expressing subjective human cognition that offer advantages in the field ofmulti-attribute decision-making(MADM).However,studies have found that PLTSs have lost their ability to accurately capture the views of decision-makers(DMs)in certain circumstances,such as when the DM hesitates between multiple linguistic terms or the decision information is incomplete,thus affecting their role in the decision-making process.Belief function theory is a leading streamof thought in uncertainty processing that is suitable for dealing with the limitations of PLTS.Therefore,the purpose of this study is to extend PLTS to incorporate belief function theory.First,we provide the basic concepts of the extended PLTS(i.e.,belief-based PLTS)through case analyses.Second,the aggregation operator of belief-based PLTS is defined with the ordered weighted average(OWA)-based soft likelihood function,which is improved by considering the reliability of the information source.Third,to measure the magnitude of different belief-based PLTSs,the belief interval of singleton is calculated,and the comparison method of belief-based PLTS is constructed based on probabilities.On the basis of the preceding discussion,we further develop an emergency decision framework that includes several novel techniques,such as attribute weight determination and decision information aggregation.Finally,the usefulness of the framework is demonstrated through a case study,and its effectiveness is illustrated through a series of comparisons.
