Geo-hydrological and seismic risk awareness at school: Emergency preparedness and risk perception evaluation
Geo-hydrological and seismic risk awareness at school: Emergency preparedness and risk perception evaluation
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DOI：
10.1016/j.ijdrr.2019.101280
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发表时间：
2019-11-01
影响因子：
5
通讯作者：
Casagli, Nicola
中科院分区：
文献类型：
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作者：
Bandecchi, Anna Elisa;Pazzi, Veronica;Casagli, Nicola
仙台框架的目标之一是减少灾害对关键基础设施的破坏和基本服务的中断，特别是在教育设施中，并发展其恢复能力。为了评估托斯卡纳（意大利）学校的地质水文和地震风险意识，设置了特别问卷。这些调查表的重点是了解紧急情况下的正确行为和程序以及风险意识和感知。这些问卷对每个学龄（从3岁到19岁）都是不同的，甚至被认为是一种教学工具。我们共发放了5899人（其中学校教职工820人，每个学校阶段学生5079人），通过分析发现，a)随着年龄和责任的增加，地质水文和地震风险的意识和准备并没有按比例增加，这对于工作人员来说几乎是不足的；b)学校疏散计划与城市民防计划之间存在脱节。所提出的问卷被认为是灾害教育（增加和提高意识水平）和学校恢复力评估（不仅在地质灾害安全分类方法内）的良好工具，以计划进一步的行动和改进它。因此，本研究建议未来以学校为本的应急管理工作的优先事项，即提高学校的应变能力和在社区中发展应变能力文化。必须改进关于当地地质水文和地震灾害的信息传播，并确保不同应急计划之间的联系。
One of the targets of the Sendai Framework is to reduce disaster damage to critical infrastructure and the disruption of basic services, particularly in educational facilities, and to develop their resilience. To assess the geo-hydrological and seismic risk awareness in schools in Tuscany (Italy), ad hoc questionnaires were set up. These questionnaires focused on the knowledge of the correct behaviours and procedures during an emergency as well as risk awareness and perception. These questionnaires were different for each school age (from 3 to 19 years old) and were even conceived as a didactic instrument. We distributed 5899 in total (820 to the school staff and 5079 to the students of each school stage), and the analysis shows that, a) as age and responsibilities increase, geo-hydrological and seismic risk awareness and preparation do not increase proportionally, which is almost inadequate for the staff, and b) there is a disconnect between the school evacuation plans and the city civil protection plan. The proposed questionnaires were found to be a good instrument for both disaster education (to increase and improve the level of awareness) and school-resilience evaluation (not only within the Geohazard Safety Classification method) to plan further action and improve it. Therefore, the present study suggests priorities for future school-based emergency management efforts, i.e., to increase school resilience and develop a resilience culture in the community. It is necessary to improve the dissemination of information on the local geohydrological and seismic hazards and ensure a link among the different emergency plans.