This is an ‘alarming book’, says the blurb on the jacket, about ‘the relation between science and technology, war and peace’, uncovering ‘a number of ways by which we may bring…
Abstract
This is an ‘alarming book’, says the blurb on the jacket, about ‘the relation between science and technology, war and peace’, uncovering ‘a number of ways by which we may bring about the fate that history predicts for us’. It turns out, however, that it is really the author who is predicting and not history, and often intemperately at that: some of the premises on which the arguments rest are not always capable of bearing the weight.
Victoria A. Johnson, Kevin R. Ronan, David M. Johnston and Robin Peace
The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan…
Abstract
Purpose
The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource.
Design/methodology/approach
Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource.
Findings
The main intervening factors between resource promotion and school teachers’ awareness of the resource are word of mouth among school teachers and teachers’ proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource.
Practical implications
Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements.
Originality/value
An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.
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Thomas J. Huggins, Stephen R Hill, Robin Peace and David M. Johnston
Emergency management groups aiming to address community resilience work with complex systems which consist of multiple interacting dynamics. The purpose of this paper is to help…
Abstract
Purpose
Emergency management groups aiming to address community resilience work with complex systems which consist of multiple interacting dynamics. The purpose of this paper is to help ensure that information is displayed in a way which supports strategic performance, to address longer term challenges faced by these groups.
Design/methodology/approach
Ten professional emergency managers completed an online simulation of complex, community resilience related tasks faced in their normal working lives. They responded to either table-or diagram-based information about a relevant emergency management strategy. Responses were rated by academic and practitioner experts using 0-5 point Likert scales.
Findings
Analyses of the expert ratings found that certain components of macrocognitive performance reached large degrees of inter-rater reliability (ρ=0.76, p=0.003; ρ=0.58, p=0.03; ρ=0.53, p=0.05). Current situation awareness increased by an average of 29 per cent in the diagram condition. Prospective amendment quality also increased, by an average of 38 per cent. A small sample size meant that these increases are difficult to generalise.
Research limitations/implications
Extensions of this pilot research could use larger samples and more generic simulation conditions, to increase confidence in the claim that certain displays help improve strategic emergency management planning.
Practical implications
It is recommended that further research continues to focus on current and prospective situational awareness, as measures of strategic emergency management performance which can be reliably expert rated.
Originality/value
This research provides novel methodological considerations for supporting a more strategic approach to emergency management, with a focus on longer term implications.
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The purpose of this paper is to apply a consensus‐based definition of the adult‐learning theory of andragogy to police probationer training in England and Wales and to identify…
Abstract
Purpose
The purpose of this paper is to apply a consensus‐based definition of the adult‐learning theory of andragogy to police probationer training in England and Wales and to identify whether the requisite learning outcomes, when aligned to a community‐oriented policing strategy, are adequately addressed by the current police training methodology.
Design/methodology/approach
The reasons behind the new approach to police probationer training are identified with reference to British government literature. Proposed revisions to the structure of the training regime are identified, taking cognizance of the community‐oriented neighborhood‐policing strategy advocated by the British government. Six criteria of a consensus‐based definition of the theory of andragogy are applied to the police model of training to establish whether or not it conforms to true andragogical principles. Furthermore, the proposals for a revised probationer program are examined to identify whether the training methodology and curriculum content will adequately prepare students as neighborhood police officers.
Findings
It is apparent that only marginal adherence to the principles of andragogy is observed in police probationer training in England and Wales, which could in turn render any expectations of this methodology unfounded. It is also highly unlikely that true andragogy is attainable within any professional development arena. Furthermore, the proposals for a new probationer‐training program and the methodology employed in police training do not accord with the neighborhood‐policing philosophy for the future.
Originality/value
The paper identifies reasons why police training in England and Wales cannot claim to be andragogical, and why the new training regime and delivery methodology will not address the specific skills required by neighborhood police officers. It is, however, acknowledged that both andragogy and pedagogy can be complementary and will support the learning requirements of neighborhood policing if they are applied appropriately.
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Nan Wehipeihana, Vivienne Kennedy, Kataraina Pipi and Kirimatao Paipa
The tradition in academic institutions seems to favour individual effort and achievement. In counterpoint, a group of four Māori women from Aotearoa New Zealand – Nan Wehipeihana…
Abstract
The tradition in academic institutions seems to favour individual effort and achievement. In counterpoint, a group of four Māori women from Aotearoa New Zealand – Nan Wehipeihana, Kataraina Pipi, Vivienne Kennedy and Kirimatao Paipa – share their experiences of journeying together as a kaupapa whānau,1 enhanced by their whakapapa2 links to collectively navigate a higher education pathway. They asserted their ways of working and being supportive to each other through a postgraduate diploma in evaluation and research. Their collaborative way of working challenged the academic system where learning is focused on individual effort and achievement. Pushing the boundaries to ensure the benefits of a culture of inclusiveness, collaboration and collectivity in an academic sphere of learning requires a mixture of willingness and cooperation between students and the institution. This chapter describes how this group of four mature Māori students overcame challenges in asserting a cultural stance that was a key enabler to them in successfully attaining their higher educational learning goals.
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Breon S. Peace, Jennifer Kennedy Park, Robin M. Bergen and Nowell D. Bamberger
To explain and analyze two Enforcement Advisories that set forth the factors the US Commodity Futures Trading Commission Division of Enforcement may consider in assessing…
Abstract
Purpose
To explain and analyze two Enforcement Advisories that set forth the factors the US Commodity Futures Trading Commission Division of Enforcement may consider in assessing cooperation by companies and individuals in the context of CFTC enforcement proceedings.
Design/methodology/approach
Explains the background, including the 2007 Enforcement Advisory for Companies. Explains the 2017 Enforcement Advisory for Companies and the parallel Enforcement Advisory for Individuals, including policy-based considerations and factors such as the materiality, timeliness, nature, and quality of a company’s cooperation; the value of a company’s cooperation to the Commission’s broader law enforcement interests; and the company’s culpability, culture and other relevant factors. Provides examples of uncooperative conduct. Discusses a broader trend among enforcement authorities in the US and abroad of setting higher cooperation standards.
Findings
The new Advisories make clear that merely complying with requests for information from the CFTC staff will not be sufficient; a company or individual seeking cooperation credit as part of a resolution with the CFTC must go above and beyond its legal obligations in order to qualify for such credit.
Originality/value
Practical guidance from experienced white collar defense, regulatory enforcement, civil litigation and arbitration lawyers.
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Sarah Burroughes, John Bartle and Robin Johnson
Sarah Burroughes and John Bartle describe the highly innovative SMaRT scheme operated by Nottingham Community Housing Association. This demonstrates how the application of new…
Abstract
Sarah Burroughes and John Bartle describe the highly innovative SMaRT scheme operated by Nottingham Community Housing Association. This demonstrates how the application of new technologies can allow the remodelling of conventional supported accommodation and floating support approaches to create a whole new approach to supporting independence.