Leadership in Disaster: Learning for a Future With Global Climate Change


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Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. Preview — Leadership in Disaster by Raymond Murphy.

Murphy explores whether technological development inadvertently constructed new vulnerabilities, thereby manufacturing a natural disaster. As the extreme weather in the ice storm may foreshadow what will occur with global warming, Leadership in Disaster also explores the politics, economics, ethics, and cultural predispositions involved in climate change, investigating how Murphy explores whether technological development inadvertently constructed new vulnerabilities, thereby manufacturing a natural disaster.

As the extreme weather in the ice storm may foreshadow what will occur with global warming, Leadership in Disaster also explores the politics, economics, ethics, and cultural predispositions involved in climate change, investigating how modern societies create both the risks they assume are acceptable and the burden of managing them. An innovative comparison with Amish communities, where the same extreme weather had trivial consequences, is instructive for avoiding future socio-economic catastrophes.

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PDF Leadership in Disaster: Learning for a Future with Global Climate Change

Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Leadership in Disaster , please sign up. Be the first to ask a question about Leadership in Disaster. Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Showing Rating details. His book includes a comparison to more traditional Amish communities who were able to deal much more effectively with the same weather events.

Throughout, Murphy studies the political, economic, ethical and cultural vulnerabilities which underlie our ability to cope with and adapt to climate change, and how we can draw on that knowledge to better face the challenges of the coming decades. Raymond Murphy is emeritus professor of sociology, University of Ottawa, president of the Environment and Society Research Committee of the International Sociological Association, and the author of numerous books. I agree that we should always take precautions and learn from the past. I believe many scientist views on climate change are being censured.

McGill-Queen's University Press is a scholarly publisher of books that engage in public debate, current events, politics, contemporary thought, and the arts. Skip to content. This experience is the basis of the recommendations because it proved to be successful in preparing managers to undertake leadership on adaptation to climate change agendas within their companies. These are the reasons:. Therefore, our recommendation to mainstream adaptation and disaster risk management in the MSM and, afterwards, in other business education programs, consists of the following components:.

Recommendation 1. An initial exercise comparing the concepts and terminology of both areas, adaptation and disaster risks, was made and is summarized in Appendix 3. Based on that exercise, changes will be implemented in the following steps of the Tool for elaboration of business adaptation strategies:. Recommendation 2. Incorporate adaptation to climate change in the syllabus of the MSM through an interdisciplinary and innovative approach considering the recommendations for sustainability integration in business and management education Rusinko, Around 20 professionals per year, of different business backgrounds, have attended this course for the last ten years.

Reinforcing adaptation to climate change and disaster risk management in the syllabus of the course presents an opportunity to strengthen it. Adaptation is essentially an interdisciplinary subject and requires the articulation among areas and stakeholders. Based on our research experience and on the literature recommendations on how to integrate sustainability into business and management education, Recommendation 2 is composed by two key steps:.

Gather information in the company, with different collaborators, and in the field, with company's stakeholders. Although each group will draw their specific working plan in the beginning of the process, they may stick to the following general timeline:. Appendix 4 presents examples of concepts discussed in 12 subjects of the Executive Master's degree that are important inputs for EPC Framework.


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  • PDF Leadership in Disaster: Learning for a Future with Global Climate Change!

Through the implementation of this proposal component, the four recommendations presented in literature Rusinko, will be addressed, notably the work on the three dimensions of sustainable development Unesco, , curricular and co-curricular engagement Ahren, and sustainability integration within, across and beyond the management discipline Shriberg, and Steketee, Recommendation 3.

Systematize the experience and lessons learned and expand the project to the Professional Master in Sustainability MPA , to be launched in August Recommendation 4. Develop a board game on adaptation to climate change and disaster risk management based on the academic program, in order to condense the key concepts and foster learning through a playful experience. In an effort to disseminate complex concepts and foster the discussion and reflection on sustainability subjects, GVces has been developing different learning tools.

A board game is one of them. To work on the climate change agenda, with special focus on mobilization and engagement of stakeholders, GVces developed in the game Celsius: The Two-Degrees Challenge Figure 5.


  1. Irregular Connections: A History of Anthropology and Sexuality.
  2. The Price of Prosperity: A Realistic Appraisal of the Future of Our National Economy (Peter L. Bernsteins Finance Classics)?
  3. Abelian categories. An introduction to the theory of functors.
  4. Since then, Celsius has been played with at least 36 companies, three of them applied it with their suppliers, post-graduation students at FGV, 20 MBA students at Duquesne University, and undergraduates at FGV. Moreover, the game was presented at a conference at the Duquesne University. The game has proved to be effective in providing an enriching experience when played with groups with all levels of knowledge in the matter, from youths that have just heard about climate change to experts in the field. Throughout the rounds, the players, each one representing a company, decide in which projects to invest to generate value to their business considering at the same time, the greenhouse gas emissions that have to be reduced though coordinated efforts.

    Inspired by this experience, the last component of this proposal is to develop a board game about adaptation to climate change and disaster risk management that leads players to try, in a short period of time, the reflections and decisions involved in the adaptation planning and management of climate risks.

    The recommendations presented here are in line with the literature review. By inserting content developed through the research center, FGV indicates long-term institutional support, legitimacy and validation for the study area Christensen et al, Moreover, the three dimensions of sustainable development environmental, social and economic should be addressed simultaneously UNESCO, In addition, adaptation and disaster risk management content would be connected to economic performance, strategic decisions and business operations, in an integrated manner Russell, The recommendations would also favor social learning because the discussions resulting from the application of the Framework and the Tool would be expanded so that participants are challenged to include and consider a wider stakeholder network Reed et al.

    Thus, the recommendations of this paper are based on GVces' own research experience on adaptation and climate change risk within the business sector, as well as on the literature review on management education and sustainability and disaster risk management. For future research projects, the importance has been recognized of addressing more directly with SMEs, which are currently indirectly reached by the recommendations through the work with large companies, whose value chain usually includes SMEs, as evidenced by the projects run with seven large companies to elaborate their strategies on adaptation to climate change.

    Therefore, future research is needed to explore how to transfer the knowledge accumulated while working with large companies to local business and SMEs. The experience so far shows that the challenges faced by large companies are potentiated in the context of more limited resources of the SMEs. In this way, it is imperative to offer specific support to engage this group in the agenda and to prepare leaderships to actuate in these organizations.

    This could result in the adaptation of EPC's available tool in a flexible manner to ensure that even small companies can be integrated within the Climate Change framework. To be launched in Paper ''Social Learning for Adaptation to Climate Change: Evidence from a Community of Practice'' accepted in the Academy of Management Annual Meeting, which studied the results of the participation on EPC adaptation agenda for the companies though the conceptual framework of social learning and community of practice.

    Braskem and CCR cases on adaptation exemplify this statement. Braskem developed a plan considering the two major risk categories for its business, presented the results to the Vice-President and all directors and is expanding the process, inserting other risk categories. Website visited on March 14, Ahren, C.

    Municipal leaders becoming 'weather savvy'

    Disentangling the unique effects of co-curricular engagement on self-reported student learning outcomes. Aon Risk Solutions. Global Risk Management Survey Paper accepted in the Academy of Management Annual Meeting. Centro de Estudos em Sustentabilidade. GVces EPC activities on adaptation. Gil, A. Como elaborar projetos de pesquisa 4th ed. IPCC Summary for Policymakers. Lidgren, A. Journal of Cleaner Production , 14 , DOI: Penn Libraries, Pennsylvania, United States. In Wankel, C.

    New York: IAP. Reed, M. What is social learning? Ecology and Society , 15 4 : r1. Breaking into the Mainstream. Rusinko, C. Journal of Management Education , 33 3 , Scott, W. Journal of Geography in Higher Education , 30 2 , What is Disaster Risk Reduction?

    Sendai Framework for Disaster Risk Reduction. The course is aimed at a practical sustainability challenge, which is decided based on GVces experience of the relevant sustainability agenda for the country and corporations operating in Brazil.

    Leadership in Disaster: Learning for a Future with Global Climate Change - Semantic Scholar

    Therefore, the sustainability content is driven by an empirical problem. Although a real sustainability challenge is at the center of the course, the course also aims at challenging participants to see reality through different perspectives. FIS is a transdisciplinary course and as such its content explores what is between, across and beyond disciplines. It favors the articulation of imagination and feelings, experience and tacit knowledge and concepts, theories, methodologies, contents.

    Learning lab on disaster risk management for sustainable development (DRM-SD): An evaluation

    The learning process is based on a transdisciplinary approach that favors dialogue among disciplines, different areas of knowledge, academic and non-academic knowledge, and traditional wisdom. Also, it considers multiple dimensions of reality. Economics MPE with emphasis on Sustainable Development, examines issues regarding environment, society and economy.

    Leadership in Disaster: Learning for a Future With Global Climate Change Leadership in Disaster: Learning for a Future With Global Climate Change
    Leadership in Disaster: Learning for a Future With Global Climate Change Leadership in Disaster: Learning for a Future With Global Climate Change
    Leadership in Disaster: Learning for a Future With Global Climate Change Leadership in Disaster: Learning for a Future With Global Climate Change
    Leadership in Disaster: Learning for a Future With Global Climate Change Leadership in Disaster: Learning for a Future With Global Climate Change
    Leadership in Disaster: Learning for a Future With Global Climate Change Leadership in Disaster: Learning for a Future With Global Climate Change

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