Opportunities for considering green infrastructure and ecosystems in the Sendai Framework Monitor

Ecosystem-based disaster risk reduction has gained attention to complement or replace grey infrastructure. The paper explores ways in which ecosystems and green infrastructure (GI) are critical infrastructure in the context of disaster risk reduction to report respective losses in the Sendai Framework Monitor (SFM). We argue that reporting on GI under indicators D-4 and C-5 in the SFM represent an opportunity for tracking losses, yet do not provide direct information on progress made in reducing risk. Custom targets and indicators according to countries' needs within the SFM might be a more practical opportunity to report on both losses and progress

Words into Action: Nature-based solutions for disaster risk reduction

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Towards a typology of nature-based solutions for disaster risk reduction

Disaster risk reduction (DRR) is one of the most important societal challenges addressed under the umbrella term nature-based solutions (NbS). One NbS approach that specifically addresses risk reduction is ecosystem-based disaster risk reduction (Eco-DRR). However, there are other approaches, such as integrated fire management or protective forests, which directly aim at reducing the risk of specific natural hazards. Other approaches, such as ecosystem-based adaptation (EbA), do not have DRR as a primary goal, but contribute to it in the form of synergies and co-benefits. Based on a comprehensive literature search of the Scopus database covering all articles published in English during the period 2000–2021, we analyze existing NbS approaches and those which address DRR. In a further step, we select all original research articles (n = 114) that refer to NbS for DRR projects or interventions conducted in a specific geographic area and analyze them in terms of (1) approach applied; (2) natural hazards mitigated; (3) ecosystem services for DRR provided; (4) geographic and biophysical site conditions, and (5) measures and techniques used. The analysis forms the basis for developing a typology of NbS for DRR, which we present for discussion. This typology helps scientists, policymakers, planners, and other stakeholders to gain a systematic overview of the NbS for DRR approaches currently addressed in the literature and to advance systematization of these approaches

Scientific evidence for ecosystem-based disaster risk reduction

Ecosystems play a potentially important role in sustainably reducing the risk of disaster events worldwide. Yet, to date, there are few comprehensive studies that summarize the state of knowledge of ecosystem services and functions for disaster risk reduction. This paper builds scientific evidence through a review of 529 English-language articles published between 2000 and 2019. It catalogues the extent of knowledge on, and confidence in, ecosystems in reducing disaster risk. The data demonstrate robust links and cost-effectiveness between certain ecosystems in reducing specific hazards, something that was revealed to be particularly true for the role of vegetation in the stabilization of steep slopes. However, the published research was limited in geographic distribution and scope, with a concentration on urban areas of the Global North, with insufficient relevant research on coastal, dryland and watershed areas, especially in the Global South. Many types of ecosystem can provide sustainable and multifunctional approaches to disaster risk reduction. Yet, if they are to play a greater role, more attention is needed to fill research gaps and develop performance standards

Scientific evidence for ecosystem-based disaster risk reduction

Ecosystems play a potentially important role in sustainably reducing the risk of disaster events worldwide. Yet, to date, there are few comprehensive studies that summarize the state of knowledge of ecosystem services and functions for disaster risk reduction. This paper builds scientific evidence through a review of 529 English-language articles published between 2000 and 2019. It catalogues the extent of knowledge on, and confidence in, ecosystems in reducing disaster risk. The data demonstrate robust links and cost-effectiveness between certain ecosystems in reducing specific hazards, something that was revealed to be particularly true for the role of vegetation in the stabilization of steep slopes. However, the published research was limited in geographic distribution and scope, with a concentration on urban areas of the Global North, with insufficient relevant research on coastal, dryland and watershed areas, especially in the Global South. Many types of ecosystem can provide sustainable and multifunctional approaches to disaster risk reduction. Yet, if they are to play a greater role, more attention is needed to fill research gaps and develop performance standards

Dynamics in Interaction in Bilingual Team Teaching : Examples from a Finnish Preschool Classroom

The current study aims to explore team teaching as it is manifested in bilingual interactional patterns in a preschool classroom in Finland. The data was collected in a preschool classroom where a bilingual pedagogy in Finnish (majority language) and Swedish (minority language) was implemented with monolingual Finnishspeaking children. Video recordings were made while two teachers with different predefined language roles were team teaching a class of 20 children during two circle times. A two-level analytic model was developed: on the macro level activity types, participant roles (type of leadership) and language allocation (the teachers’ relative use of Finnish and Swedish) were identified, and on the micro level teacher interaction was analysed in detail in terms of turn-taking patterns and language use. The findings are analysed in relation to the predefined roles of the two teachers – one as a Finnish speaker and the other as a bilingual Swedish/Finnish speaker. The results show extensive dynamics in how the predefined participant and language roles were put into practice: all three types of leadership (single, alternated and co-leadership) were identified in the data and both the teachers communicated both monolingually and bilingually in the various circle time activities. When communicating bilingually, the teachers applied strategies such as code-switching, avoidance of translation and the use of scaffolding to support understanding. Separation strategies (separation by person, topic or purpose) also appeared in the data, however. The two teachers’ cooperation was smooth and they supported and assisted each other in various ways both academically and linguistically.peerReviewe