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This bachelor thesis addresses the issue of how school resilience can be measured and assessed quantitatively. Schools as social infrastructures have a significant value for society. Yet, on a global scale, they, and therefore the respective community as well, are continuously endangered by a variety of threats such as natural disasters or violence and mental abuse affecting students, parents and school staff. However, these threats differ greatly depending on climatic and geographical conditions as well as on the socio-cultural context of the corresponding community. To strengthen school resilience against potential threats and to ensure education continuity despite the occurrence of these disruptions, a methodology is developed to measure and assess school resilience in conjunction with its specific circumstances. Initially, qualitative and quantitative (composite) indicators are identified and categorised with the help of a Systematic Literature Review and Mayring's Qualitative Content Analysis. These are subsequently developed into a Comprehensive Index for School Resilience (CISR). Building on this, a pre-existing assessment methodology, which uses Likert-Scales arranged in questionnaires to assign quantitative values to the composite indicators, is adapted to operationalise the CISR and by an exemplary application at Europaschule Troisdorf, the methodology is adapted to the socio-cultural conditions in Germany using an expert’s operational and contextual knowledge. The results obtained show that the methodologies and techniques described in current international research can, after an appropriate adaptation, successfully be applied to schools in Germany as well. Nevertheless, by identifying research limitations and errors as well as potential improvements, it is evident that further research and development is needed to provide stakeholders with a decision-making tool to strengthen the resilience of schools in the future, such as an exhaustive supplement to the CISR or the integration of more precise quantification methodologies and techniques.
This article explores the relationship between digital transformation and disaster risk.Vulnerability studies aim at differentiating impacts and losses by using fine-grained information fromdemographic, social, and personal characteristics of humans. With ongoing digital development,these characteristics will transform and result in new traits, which need to be identified andintegrated. Digital transformations will produce new social groups, partly human, semi-human,or non-human—some of which already exist, and some which can be foreseen by extrapolating fromrecent developments in the field of brain wearables, robotics, and software engineering. Thoughinvolved in the process of digital transformation, many researchers and practitioners in the field ofDisaster Risk Reduction or Climate Change Adaptation are not yet aware of the repercussions fordisaster and vulnerability assessments. Emerging vulnerabilities are due to a growing dependency ondigital services and tools in the case of a severe emergency or crisis. This article depicts the differentimplications for future theoretical frameworks when identifying novel semi-human groups and theirvulnerabilities to disaster risks. Findings include assumed changes within common indicators of socialvulnerability, new indicators, a typology of humans, and human interrelations with digital extensionsand two different perspectives on these groups and their dependencies with critical infrastructure.