2.2. Role Play for Disaster Management

Now, one of the useful tools which have come up with the geographic spatial information technology; the GIS tools where you can see from one of my students work of the hazard landslip because the satellite imagery plays an important role.

This chunk introduces Geographic Information Systems (GIS) as a vital tool for understanding disaster management, specifically noting their role in analyzing hazards like landslips using satellite imagery. GIS allows professionals and students to visualize geographic data, which aids in city and regional planning.

Think of GIS as a high-tech map that not only shows us where things are but also tells us how they might affect each other, like predicting which areas could flood based on rainfall data.

Also, the GIS is one of the useful tool but one has to know that what scale you have to apply and what scale the macro-level scale to the micro-level scale, how one can understand, the moment it goes to your site-level how this information would be useful, I think that is where the gap comes in between.

Here, the focus is on understanding different scales of GIS data, from broad (macro) to specific (micro). When applying GIS data, one must know how the information at a broader level impacts specific sites. This understanding is crucial for effective decision-making in disaster management.

Imagine using a big map to plan a vacation. The macro level helps you choose a country, whereas the micro level helps you decide which hotel to stay in. Each level of detail influences your decisions.

This is a disaster of shelter which has been built by yerukula tribe in 3 hours’ time, so we brought them procure the material, we collected the various labourers from different parts of Andhra and then we brought them here and we demonstrated and in this process, what happened is students have learned that even a lightweight hut can be made in 3 hours, you know which is very quick.

This chunk discusses a hands-on demonstration involving the yerukula tribe, showcasing how quickly a disaster shelter can be constructed. This experiential learning approach helps students realize the efficiency and feasibility of building structures rapidly in emergency situations.

Consider a time when you built a simple fort out of pillows and blankets in just a few hours. This is similar to building a lightweight structure, where quick thinking and resourcefulness can make a big difference in urgent situations.

And similarly, some of the things what I also developed is; we have so much of information to read but how much to read and how to synthesize, it is a very important aspect, unfortunately, for each course there is a lack of reading materials for DRR and build back better.

This chunk focuses on the importance of engagement and synthesis in learning about disaster risk reduction (DRR) and the concept of 'build back better.' It emphasizes that students should actively compile and analyze information to better prepare for real-life applications.

Think of preparing for a test. Instead of cramming everything, breaking down the material into sections and discussing them with peers can lead to a better understanding and retention of key concepts.

So, here for B plan students in SPA, Bhopal, what we did was we given them a task of a disaster context whether it was a village, under the dam and a flooded area and then we given them, make them into small groups and then we made into like community, engineers, planner, architect, NGO, district collectors, so there is a decision-making, there is a user group, there is a provider group, there is a technical group.

This chunk describes a role-playing exercise where students take on various roles related to disaster response. By simulating real-life scenarios, students gain insights into the complexities of disaster management and learn to consider multiple perspectives.

Imagine playing a game where everyone takes on different roles—some as leaders making decisions, others as citizens affected by disasters. This interaction helps everyone understand their responsibilities and the importance of collaboration in solving problems.

There is another concept, which I have used for teaching build back better is; I used to give them 2, 2 people in a group and then one chapter for the build back better, Michal Lyons and Theo Schilderman’s work and then I asked them to read and analyse and make a critical review of their understanding.

This chunk highlights a teaching method where students critically analyze literature on the 'build back better' approach. By summarizing their findings, students enhance retention and understanding of important keywords and concepts.

Think of doing a group project in school, where each member reads a different part of a book and then comes together to discuss their sections. This sharing not only deepens everyone's understanding but also makes future discussions richer and more informed.

So similarly, the end of the workshop will be like this. So, and more importantly, I try to cover different geographical positions like Kenya, Pakistan, Australia or Turkey, China you know, the variety of geography conditions Lima, Peru, so how they have adopted, how they have faced, what kind of tools they have used, what are the successful things, what is not.

In this final chunk, the emphasis shifts to an overview of various geographical contexts studied during the workshops. By exploring different international examples, students can learn about varied strategies and successes in disaster management.

If you were to travel and compare how different countries build their homes to withstand earthquakes, you'd see varied approaches based on local materials and knowledge. These lessons can be invaluable for understanding how to manage disasters in diverse environments.

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