The Latino Age Wave: What Changing Ethnic Demographics Mean for the Future of Aging in the U.S.

Highlights data on aging Latinos/Hispanics, trends in the assets and needs of community-based organizations serving or that could serve older Latinos, and strategies for addressing gaps in supportive policies. Outlines best practices and recommendations

'I may not know who I am, but I know where I am from': The meaning of place in social work with children and families

Although social work around the world is understood to be a ‘person-in-environment’ activity, policy in UK places more emphasis on individual characteristics than on environmental influences on development and behaviour. This results in social work practice which rightly places a strong emphasis on children's attachments to their parents and other significant people, but which largely fails to recognize their attachments to important places in their lives. Evidence from a range of disciplines is used to demonstrate the fundamental links that exist between place, identity and well-being. The implications of this evidence for social work with children and families are explored, using practice examples to highlight some of the consequences of a lack of ‘place awareness’, as well as ways in which greater place awareness can be used to promote the well-being of children and families

One Health in food safety and security education: Subject matter outline for a curricular framework.

Educating students in the range of subjects encompassing food safety and security as approached from a One Health perspective requires consideration of a variety of different disciplines and the interrelationships among disciplines. The Western Institute for Food Safety and Security developed a subject matter outline to accompany a previously published One Health in food safety and security curricular framework. The subject matter covered in this outline encompasses a variety of topics and disciplines related to food safety and security including effects of food production on the environment. This subject matter outline should help guide curriculum development and education in One Health in food safety and security and provides useful information for educators, researchers, students, and public policy-makers facing the inherent challenges of maintaining and/or developing safe and secure food supplies without destroying Earth's natural resources

Skills for multiagency responses to international crises

Overview Australian responses to international, complex emergencies and humanitarian crises, generated by natural disaster, conflicts or incidents, demand the coordinated responses of multiple civil-military-police actors and agencies. A scoping study of Australian government agency training needs in the latter half of 2013 indicated that stakeholder agencies continue to have difficulty in identifying and developing individual skills to enable people to operate effectively in a high-pressure crisis environment that requires an integrated civil-military-police response. Agencies highlighted the need to develop a ‘whole-of-government’ set of skills for civil-military-police interaction that would complement agency specific skills. In 2015, the Australian Civil-Military Centre (ACMC) commissioned Sustineo to undertake a project to address this gap. This report, based on Sustineo’s research and consultations, goes some way to identifying the skills needed for effective civil-military-police interaction. However, the list is not exhaustive. In fact, the report highlights the difficulty of articulating a specific set of multiagency, cross-cutting skills for civil-military-police interaction. Practitioners gave consistent advice that specific skills were less important than other factors in successful civil-military-police interaction. Skills and training are only one component of success. The factors that can facilitate and enhance civil-military-police interaction and the strategies required to address those factors are much broader. The report highlights some of these broader factors and how they interrelate. It identifies the interdependence of individual knowledge, skills and attributes, the value of building relationships, the importance of tolerance and understandings of difference and the need for trust and credibility. The report concludes that an individual’s ability to operate effectively in a civil-military-police environment is developed both prior to and during a mission or deployment and relates more to the type of person and their relationships than to specific skills. Generic skills and attributes for effective civil-military-police interaction Common and shared goals Situational awareness Understanding of whole-of-government Personal attributes such as flexibility, resilience and working in a team Professional skills, such as negotiation, mediation, conflict management and partnership brokering Existing professional relationships and networks Trust Self-awareness (and social and emotional intelligence) Tolerance of diversity (including of organisational differences and cultural diversity). The report identifies considerations for developing people for deployments and it is hoped that these will inform agencies’ training and development strategies. The findings support the ongoing work that the ACMC is undertaking to develop an Australian Government Preparedness Framework (the Framework). The Framework will draw together several streams of work that are interrelated, including this report, to further build Australia’s whole-of-government effectiveness in responding to disasters and complex emergencies overseas

Digital interaction: where are we going?

In the framework of the AVI 2018 Conference, the interuniversity center ECONA has organized a thematic workshop on "Digital Interaction: where are we going?". Six contributions from the ECONA members investigate different perspectives around this thematic

Responding to Climate Change: The Economy and Economics - Part of the Problem and Solution

The Climate Change Starter’s Guide provides an introduction and overview for education planners and practitioners on the wide range of issues relating to climate change and climate change education, including causes, impacts, mitigation and adaptation strategies, as well as some broad political and economic principles. The aim of this guide is to serve as a starting point for mainstreaming climate change education into school curricula. It has been created to enable education planners and practitioners to understand the issues at hand, to review and analyse their relevance to particular national and local contexts, and to facilitate the development of education policies, curricula, programmes and lesson plans. The guide covers four major thematic areas: 1. the science of climate change, which explains the causes and observed changes; 2. the social and human aspects of climate change including gender, health, migration, poverty and ethics; 3. policy responses to climate change including measures for mitigation and adaptation; and 4. education approaches including education for sustainable development, disaster reduction and sustainable lifestyles. A selection of key resources in the form of publication titles or websites for further reading is provided after each of the thematic sections

A framework for evaluating the effectiveness of flood emergency management systems in Europe

Calls for enhancing societal resilience to flooding are echoed across Europe alongside mounting evidence that flood risk will increase in response to climate change amongst other risk-enhancing factors. At a time where it is now widely accepted that flooding cannot be fully prevented, resilience discourse in public policy stresses the importance of improving societal capacities to absorb and recover from flood events. Flood emergency management has thus emerged as a crucial strategy in flood risk management. However, the extent to which emergency management supports societal resilience is dependent on the effectiveness of governance and performance in practice. Drawing from the extensive body of literature documenting the success conditions of so-called effective emergency management more broadly, this study formulates an evaluation framework specifically tailored to the study of Flood Emergency Management Systems (FEMS) in Europe. Applying this framework, this research performs a cross-country comparison of FEMS in the Netherlands, England, Poland, France, and Sweden. Important differences are observed in how FEMS have evolved in relation to differing contextual backgrounds (political, cultural, administrative and socio-economic) and exposures to flood hazard. Whereas the organization and coordination of actors are functioning effectively, other aspects of effective FEMS are relatively under-developed in several countries, such as provisions for institutional learning, recovery-based activities and community preparedness. Drawing from examples of good practice, this paper provides a critical reflection on the opportunities and constraints to enhancing the effectiveness of FEMS in Europe