京都大学 / 新制・課程博士 / 博士(地球環境学) / 甲第24062号 / 地環博第225号 / 新制||地環||43(附属図書館) / 京都大学大学院地球環境学舎地球環境学専攻 / (主査)講師 BAARS ROGER CLOUD, 教授 宇佐美 誠, 准教授 落合 知帆, 准教授 TRENCHER Gregory / 学位規則第4条第1項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM

I takt med att det försvarspolitiska läget omkring Sverige försämrats, har regeringen sedan 2015 beslutat att man för första gången sedan kalla krigets slut aktivt ska jobba med planering av civilförsvaret. Redan 1995 kom dock en ny lag om det civila försvaret som flyttade ansvaret för räddningstjänst under höjd beredskap till kommunerna. Innan hade ansvaret varit statligt. Vilka uppgifter som ska lösas av räddningstjänsten under höjd beredskap regleras i LSO (Lagen om Skydd mot Olyckor), och innefattar, förutom de uppgifter som ska lösas under fredstid, även uppgifter om att indikera och sanera kemiskt eller nukleärt kontaminerade områden, samt att röja farliga områden från exempelvis oexploderad ammunition. Utöver att reglera vilka uppgifter som ska lösas vid höjd beredskap står det även i LSO att räddningstjänster ska tillvarata möjligheten att samarbeta med varandra, vilket kan bli problematiskt vid höjd beredskap, då räddningstjänsten är en kommunal resurs.  Syftet med rapporten har varit att belysa vissa svårigheter som kan komma att uppstå vid förhöjd beredskap, till en följd av sammanslagningar av till exempel räddningstjänster, och nedrustningen av civilförsvaret. Vidare har även studien syftat till att presentera hur landets räddningstjänster, räddningstjänstförbund och länsstyrelser idag jobbar med frågan. Rapporten har dock enbart berört den kommunala räddningstjänsten och omfattar inte fjäll-, flyg- och sjöräddningstjänst, efterforskning av försvunna personer i andra fall, miljöräddningstjänst till sjöss samt räddningstjänst vid utsläpp av radioaktiva ämnen, vilka alla är statliga resurser.  Dagligen råder det grundberedskap över hela Sverige, och då fungerar och leds samhället på det sätt man är van vid idag. Regeringen som är det högsta beslutande organet i Sverige kan vid behov besluta om att landet ska gå upp i höjd beredskap. Detta kan ske vid kriser eller i yttersta fall vid krig. Beredskapen behöver inte höjas i hela landet samtidigt utan kan höjas enbart på de ställen det behövs. Som en följd av beredskapsförändringen börjar vissa andra lagar gälla i Sverige och ledningsförhållandena i kommuner, regioner och staten ändras. Det är alltså hur planeringen inför eventuell beredskapshöjning ser ut som undersökts i denna rapport. Detta gjordes genom en enkätundersökning som gick ut till delar av landets räddningstjänster och länsstyrelser, där de fick besvara fyra frågor gällande planering av höjd beredskap. Majoriteten av de som svarat på enkäterna som skickats ut har svarat att de behöver styrningar från staten för att kunna genomföra planeringen på ett korrekt sätt. Vidare efterfrågas även fler resurser, både personella, materiella, ekonomiska och extra kompetens för att kunna lösa de tillkommande uppgifterna. Enkätfrågorna berör också ett nytt ledningssystem som börjat gälla 1/1 2022, som enligt svaren från enkäterna inte innehåller någon information om hur ledningen vid höjd beredskap ska fungera. Många menar också att det har gått för snabbt från det att regeringen ordersatt planering av höjd beredskap, till dess att planeringen påbörjades, varför det skiljer sig mycket mellan olika kommuner och län med hur planeringsarbetet går till. Därför har rapportens frågeställningar inte kunnat besvaras med något annat än att det i dagsläget inte finns något tydligt svar på hur planeringen och prioriteringar fungerar utan är en fråga som måste lösas på högre statlig nivå innan kommunerna kan starta upp och driva arbetet vidare.

The threat of a pandemic influenza outbreak is considered imminent and could cause severe morbidity and mortality as well as devastating economic losses. The U.S. government has worked to empower states to respond to a pandemic, but there has been minimal evaluation to determine the success of such efforts. The purpose of this study was to examine states' preparedness for a pandemic as documented by states' written pandemic plans and evaluate what political and structural factors may be associated with pandemic plan inclusion of federal recommendations. This was a cross-sectional comparative analysis of 50 states' pandemic influenza plans as of March 2008. The Centers for Disease Control and Prevention's (CDC) State and Local Pandemic Influenza Planning Checklist was turned into a matrix with each of 85 recommendations making up 10 overarching domains coded as "no mention" = 1, "brief mention but no description or action item" = 2, or "description or action of the item" = 3. Forty-nine complete plans and one state's plan summary were included in the analysis. Each state's domain scores were calculated by adding the scores of each factor within the domain. A "total preparedness score" for each state, was derived by adding the unweighted scores of each domain. Federal recommendations surrounding leadership, networking and surveillance have been well-integrated, but greater efforts are needed to develop partnerships with health care agencies and to focus on antiviral preparedness and infection controls. Federal and state governments have invested resources in pandemic planning and published recommendations for such planning; however, little research has been conducted focusing on what predicts integration of federal recommendations in written state plans. Understanding the factors that influence state plans can offer health departments strategies for increasing their effectiveness in pandemic preparedness and response. This study compared models for bureaucratic behavior and health department structural variables to evaluate what factors may be associated with pandemic plans. The findings showed that structural variables offer greater explanation for pandemic plan comprehensiveness than political theory models, but more work is needed to glean causal relationships. Recommendations to assist state health departments, legislators, and responders in improving state pandemic plans are presented as well as suggested areas for future research. / Public Health

The Collaborative for Academic, Social, and Emotional Learning (CASEL) (2018) specified that "integrating SEL (Social-Emotional Learning) with instructional practices and academic content has become a growing priority" (p. 1). This priority originates from research that suggests SEL promotes positive student and long-term community outcomes, particularly in secondary schools. This canon of research, however, only reviews the outcomes of implementing purchasable curricula, not content-embedded SEL. The effectiveness of content-embedded SEL instruction, which comprises a large portion of how SEL is implemented at the secondary level (CASEL, 2018; Hart et al., 2013), cannot be effectively measured or predicted because there is little to no identified research regarding three essential factors: how teachers embed SEL, how teachers assess content-embedded SEL, and teachers' perceived readiness to embed SEL. The purpose of this research was to identify the methods secondary teachers indicate they use to implement and assess content-embedded SEL instruction and their perceived preparedness to do so. Educational leaders may be better able to evaluate the effectiveness of content-embedded SEL instruction and improve its implementation with this knowledge. Using a qualitative design, secondary teachers were interviewed to identify how they embed SEL into their instruction, how they assess SEL, and how prepared they perceive they are to deliver content-embedded SEL instruction. This research suggests that expectations for embedding and documenting SEL vary, but teachers appear to be implementing content-embedded SEL nevertheless. Furthermore, teachers recognize that pre-curated resources or lessons are provided to assist them in embedding SEL but appear to rely heavily upon their own teacher-created resources. Among these activities, teachers rely upon opportunities for reflection and choice and voice activities, but no one instructional strategy or manipulative was preferred overall. Teachers perceive student progress in SEL via observation of student behaviors, interactions, and responses both formally and informally. Regarding their preparedness to teach SEL, teachers perceive that their personal SEL proficiencies directly affect their abilities to teach them. Finally, teachers prefer experiential professional learning situations for SEL, and perceive that time to revisit and reflect in smaller, collaborative settings is an effective process for learning to implement SEL, including the use of specialists. / Doctor of Education / Social-Emotional Learning (SEL) is an improvement strategy that has gained popularity in the past decade. Results from research that suggest SEL develops beneficial student and long-term community effects have led to substantial efforts to spread SEL instruction, especially in middle and high schools. However, the research upon which these efforts are based only reviews the benefits of using purchasable programming, not SEL that teachers embed into their content. The success of content-embedded SEL, which makes up a large percentage of how SEL is employed in middle and high schools (CASEL, 2018; Hart et al., 2013), cannot be accurately measured or predicted because there is little to no identified information about three important factors: how teachers embed SEL, how teachers measure content-embedded SEL, and teachers' perceived readiness to embed SEL. The purpose of this research was to identify the methods middle and high school teachers indicate they use to embed and measure SEL and their perceived preparedness to do so. Educational leaders may be better able to measure the success of content-embedded SEL and improve its use with this knowledge. Middle and high school teachers were interviewed to identify how they embed SEL, how they measure SEL, and how prepared they perceive they are to embed SEL. This research suggests that expectations for embedding and recording SEL vary, but teachers still appear to be embedding SEL. Additionally, teachers understand that pre-curated resources or lessons are provided to assist them in embedding SEL but appear to rely more heavily upon their own resources. Among these activities, teachers rely upon opportunities for reflection and choice and voice activities, but no one teaching strategy was preferred overall. Teachers recognize student development in SEL via observation of their behaviors, interactions, and responses; they grade this development about half of the time. Teachers believe their personal SEL proficiencies directly affect their abilities to teach them. Finally, teachers prefer hands-on situations for learning how to embed SEL, and perceive that time to revisit and reflect in smaller, collaborative settings to be an effective process for learning to implement SEL, including the use of specialists.

In late 2019, scientists discovered a novel strain of coronavirus originating out of Wuhan, China. By January 2020, the United States (U.S.) saw its first positive case of coronavirus and the public was still unsure how serious of an epidemic this would be. By the time the World Health Organization declared the novel coronavirus disease (COVID-19) epidemic a “global pandemic” on March 11, 2020, world leaders, public health experts, scientists, and public administrators kicked into high gear to start serious pandemic response efforts. The public sector is typically the responsible authority for the preparedness, response, mitigation, and recovery of such a public health crisis. The purpose of this paper is to build on French’s (2011) study on the characterization of pandemic planning preparedness of the 50 most populous U.S. cities to assess the impacts of a real-time pandemic, COVID-19, upon the public health outcomes of these same cities. While certain public health data (e.g., disease-specific mortality data) are typically indicators of the impacts of diseases, this study acknowledges and cautions that taking these indicators into consideration is not a direct reflection of any one government’s performance in the face of disaster. A plethora of factors (e.g., social, economic, geographic, environmental, biological) and choices at the societal, community, and individual levels can impact the health outcomes of those populations. The COVID-19 mortality data show that many of the U.S. cities with large populations were hit hard and fast during the beginning of the pandemic. It was anticipated that as a city’s preparedness level increased, its COVID-19 mortality rate would decrease. However, results indicated that cities with the highest level of preparedness actually experienced higher COVID-19 death rates than their less prepared counterparts. This analysis aims to shed light on the potential impact that local government management and leadership, especially by way of pandemic planning, has upon a real-time pandemic event and provide information relevant to best practices.

Europe’s and the world’s security has worsened in the last couple years, and with that the possibility of war became a reality. Because of that Sweden’s civil defence system is going through a revival for the first time since the end of the Cold War. The civil defence system is tasked with making sure that societally important functions keep operating even in disasters and war. One of these is the healthcare system, which includes care in hospitals, at primary care facilities, and ambulances. The Swedish Emergency Medical Services are included in the civil defence system and thus their organisations need to work on contingency planning and preparedness efforts. In order to get an understanding of where this process is at the moment, a case study is conducted by interviewing personnel working within the EMS in Sweden. Themes are identified to showcase the level of preparedness and competency the Swedish EMS has now. The study is grounded in previous research and has identified significant topics like the low level of disaster preparedness among nurses, the long- and short-term consequences of working in dangerous conditions, and that training is possibly the most important when it comes to preparations. The interview materials are analysed by abductive thematic analysis and the results show that the Swedish EMS is not prepared to deal with war, and more resources and training is needed in order to achieve a desired level of preparedness.

Bakgrund: Antalet omkomna i katastrofer har ökat de senaste 20 åren. 2,6 miljardermänniskor drabbades av katastrofer under 2010-talet. Samhället förändras vilket leder tillökad risk för katastrofer. WHO rapporterade år 2022 en sårbarhet i sjukvårdssystemet globalt,sjukhus och dess personal är dåligt rustade för katastrofer. Enligt ICN och WHO ärsjuksköterskor ofta i frontlinjen när en katastrof inträffar. Då det sällan sker behöversjuksköterskor tydliga rutiner för att veta hur de ska arbeta i samband med en katastrof.Sjuksköterskor behöver praktiska, medicinska och organisatoriska kunskaper för att hanteraen katastrof. Syfte: Syftet var att beskriva sjuksköterskors upplevelse av handlingsberedskap inför enkatastrof på en akutmottagning. Metod: En integrativ litteraturstudie enligt Whittemore och Knafl (2005). Artiklar eftersökta iCinahl, PsycINFO och PubMed. Litteraturstudien baseras på 15 artiklar. Resultat: Resultatet utgörs av två teman och sex kategorier. Positiv påverkan påhandlingsberedskapen med tillhörande kategorier; Högre utbildning och erfarenhet påverkarhandlingsberedskapen positivt, Lojalitet med kollegor och pliktkänsla samt Tillit och tryggheti arbetsgruppen och till ledningen. Negativ påverkan på handlingsberedskapen medtillhörande kategorier; Oförberedelse att axla ledarskapet, Nonchalans för katastrofplanersamt Låg kunskap, låg handlingsberedskap och rädsla för att vårda vissa patientgrupper. Slutsats: Erfarenhet och utbildning ger en ökad handlingsberedskap hos sjuksköterskor införkatastrofer. Det finns områden med kunskapsluckor, där kunskap och kompetens behöverförbättras för att öka handlingsberedskapen och i slutändan förbättra kvaliteten på vården.Trots kunskapsluckorna och osäkerheten kring olika arbetsuppgifter finns en vilja blandsjuksköterskor att delta när en katastrof inträffar. / Background: The number of casualties in disasters has increased in the last 20 years. Duringthe 2010’s 2,6 billion people were affected by disasters. Society is changing which causes anincreased risk for disasters. In 2022 WHO reported a vulnerability in the healthcare systemworldwide, hospitals and their staff have low preparedness for disasters. According to ICNand WHO, nurses are often on the frontline when a disaster occurs. As disasters rarely occurs,nurses need obvious routines on how to work when a disaster occurs. Nurses need practical,medical and organizational skills to manage a disaster. Aim: The aim was to describe nurses' experience of preparedness when a disaster occurs in anemergency department. Method: An integrative literature review according to Whittemore and Knafl (2005). Articlessearched in Cinahl, PsycINFO and PubMed. The literature review is based on 15 articles. Results: The result consists of two themes and six categories. Positive impact onpreparedness with associated categories; Higher education and experience have a positiveeffect on preparedness, Loyalty with colleagues and sense of duty and Trust and safety in thework group and to management. Negative impact on preparedness with associated categories;Unpreparedness to assume leadership, Nonchalance for disaster plans and Low knowledge,low preparedness and fear of caring for certain patient groups. Conclusion: Experience and education provide increased preparedness when a disasteroccurs. There are knowledge gaps, where knowledge and competence need to be improved toincrease preparedness and eventually lead to improved quality of care. Despite the gaps inknowledge and the uncertainty about various tasks, there is a willingness among nurses toparticipate when a disaster occurs.

In a world marked by climate change, globalization, and rapidly increasing population growth food security is a crucial factor for the survival of both individuals and states. To meet these challenges m countries, develop food security strategies to cope and create a resilience. This study aims to apply a resilience perspective on food security strategies in developed countries, like Sweden and Norway. Through a thematic analysis has expressions of resilience been identified and together with a theoretical typology of resilience diverse types of resilience has emerged. The results show that ecological resilience is the dominant type in these national food security strategies followed by elements of social-ecological resilience. The results also highlight what actions the countries strategies consider to be resilient. Furthermore, the strategies expressions of resilience are mostly similar but also shows differences between the methods of creating resilience within food security.

In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the United States Government resulting in public school system reform. As STEM education begins to become integrated across disciplines and special areas of public schools, and the population of inclusive classrooms containing Students with Disabilities continues to rise, a very important question must be fully investigated and answered. We must ask: Do first year Secondary STEM Education and Special Education teachers have the instructional preparedness to effectively teach all populations of students within their classrooms? And do STEM education and Special Education teachers have the appropriate content credentials to effectively support the diverse needs of students and curriculum in an inclusive STEM education class? This dissertation consists of two research studies that examine Special Education and STEM Education teachers preparedness (coursework and professional development) and content credentials to educate Students with Disabilities within an inclusive STEM Education classroom. This study will be utilizing a secondary analysis of the 2011- 2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets to conduct national analysis of how Special Education and STEM Education teachers degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate in an inclusive STEM education classroom. The first study focuses on well-known approaches for the instruction of STEM Education and Special Education. This study will utilize differentiated instruction, behavior management, and data to drive instruction as best classroom approaches to instruction to determine their identifiable differences in instructional preparedness among first year STEM educators and first year Special Education teachers. The second study utilizes the 2011-2012 SASS TQ datasets to analyze Special Educators credentials to teach STEM compared to STEM educators credentials to teach Special Education. This study will analyze and compare credentials and backgrounds of STEM educators and Special Educators in search of indicators for preparedness for Inclusive STEM education. / Ph. D. / Society has and continues to rely on STEM (Science, Technology, Engineering, and Mathematics) research and applications to solve many of its novel problems and push the boundaries for innovations which seek the betterment of humanity. This has led to recent educational focuses on STEM content and concepts which has resulted in reforms throughout the United States school systems. While STEM education has become a major focus within our school systems there has also been a reported increase in the number of special education students attending STEM education coursework. This educational shift towards STEM subjects combined with the increase of students with disabilities has led to an unprecedented amount of STEM classrooms containing students with disabilities. Since students with disabilities require unique programing and teaching strategies to be successful there increase in population has not only changed the roles and responsibilities for educators but has also created new challenges for both regular and special education teachers. This has raised the importance of evaluating both STEM and special education teacher’s instructional preparedness and content expertise to teach STEM subjects to all students, including students with disabilities. The two research studies reported within this dissertation use a national data set to examine special education and STEM education teachers’ coursework, professional development and content credentials to identify their preparedness to educate Students with Disabilities within a STEM Education classroom containing students with disabilities. These studies conducted a secondary analysis to determine how special education and STEM education teachers’ degrees, state-level certification areas, and professional development participation reflect as potential indicators of preparedness to educate in a STEM education classroom containing students with disabilities.

Στην Ελλάδα σήμερα παρέχονται σπουδές στον τουρισμό τόσο σε δευτεροβάθμιο/μεταδευτεροβάθμιο επίπεδο όσο και σε επίπεδο τριτοβάθμιας εκπαίδευσης. Στην παρούσα εργασία θα εξεταστεί η ποιότητα της ελληνικής τριτοβάθμιας τουριστικής εκπαίδευσης όσον αφορά την απόκτηση εκπαιδευτικής και διαπολιτισμικής επάρκειας και ετοιμότητας από τους απόφοιτους των Τμημάτων Τουριστικών Επιχειρήσεων των ελληνικών ΤΕΙ σε προπτυχιακό επίπεδο. Ειδικότερα, για τις ανάγκες της παρούσας εργασίας θα παρουσιαστούν τα προγράμματα σπουδών ενός ελληνικού ΤΕΙ και ενός αντίστοιχου εκπαιδευτικού ιδρύματος της Ελβετίας και θα γίνει συγκριτική ανάλυση των δύο προγραμμάτων σπουδών ως προς την παρεχόμενη εκπαιδευτική και διαπολιτισμική επάρκεια και ετοιμότητα. / In Greece today tourism studies are offered at secondary / post-secondary level and tertiary level. In this work we examine the quality of the tourism studies offered by the greek higher education system at the Departments of Tourism Enterprises in the Technological Educational Instituts (TEI) at bachelor level as far as obtaining educational and intercultural competence and preparedness is concerned. Specifically, for the purposes of this work, the study courses of one greek TEI and one corresponding educational establishment in Switzerland will be presented and a comparative analysis of the two courses will be held concerning the educational and intercultural competence and readiness they provide.