@Article{MuñozCACLMMOTW:2020:ScSaDi,
               author = "Muñoz, Viviana Aguilar and Carby, Barbara and Abella, Enrique 
                         Castellanos and Cardona, Omar Dario and Lopez-Marrero, Tania and 
                         Marchezini, Victor and Meyreles, Lourdes and Olivato, D{\'e}bora 
                         and Trajber, Rachel and Wisner, Ben",
          affiliation = "{Centro Nacional de Monitoramento e Alertas de Desastres Naturais 
                         (CEMADEN)} and {University of the West Indies} and {Cuban Ministry 
                         of Energy and Mine} and {National University in Manizales} and 
                         {University of Puerto Rico} and {Instituto Nacional de Pesquisas 
                         Espaciais (INPE)} and {Latin American Graduate School of Social 
                         Sciences (FLACSO)} and {Centro Nacional de Monitoramento e Alertas 
                         de Desastres Naturais (CEMADEN)} and {Centro Nacional de 
                         Monitoramento e Alertas de Desastres Naturais (CEMADEN)} and 
                         {University College London}",
                title = "Success, innovation and challenge: school safety and disaster 
                         education in South America and the Caribbean",
              journal = "International Journal of Disaster Risk Reduction",
                 year = "2020",
               volume = "44",
                pages = "e101395",
                month = "apr.",
             keywords = "Landslide, Flood, Hurricane, Earthquake, Violence, Psycho-social 
                         wellbeing, Shelter, Building standard, Assessment, School 
                         outreach, Curriculum, Student co-production.",
             abstract = "Authors discuss school safety and disaster education in Brazil, 
                         Colombia, Cuba, the Dominican Republic, Jamaica and Puerto Rico. 
                         Case studies explore work to increase understanding of natural 
                         hazards and disaster preparedness. Puerto Rico offers innovative 
                         examples of reflection on memories of Hurricane Maria by primary 
                         students and university undergraduates. From Brazil comes 
                         description of work in schools to develop curriculum skills and 
                         research competencies at high-school level. The Brazilian scheme 
                         encourages schools to become producers of knowledge rather than 
                         reproducers of centrally disseminated information. Another case 
                         study focuses on efforts to protect university buildings in 
                         Colombia. The rich landscape of policy, practice and experience in 
                         South America and the Caribbean is informed by a model of the 
                         three pillars of Comprehensive School Safety: 1. Safe Learning 
                         Facilities, 2. School Disaster Management, and 3. Risk Reduction 
                         and Resilience Education.",
                  doi = "10.1016/j.ijdrr.2019.101395",
                  url = "http://dx.doi.org/10.1016/j.ijdrr.2019.101395",
                 issn = "2212-4209",
             language = "en",
           targetfile = "munoz_success.pdf",
        urlaccessdate = "27 abr. 2024"
}