One of the similarities that are evident in both articles is that acquiring specialized knowledge is critical in disaster management. Rubin states that from 1975, disaster management has been on the frontline of many workshops organized for the acquisition of skills in disaster (Rubin, 2015). Similarly, James has noted that for humanitarian to qualify as a profession, acquiring knowledge is inevitable. For instance, Rubin says that by the time she was giving out the keynote talk, she had attended at least 38 hazard conferences (Rubin, 2015). Thus, the two articles talk of knowledge as a critical element.
Another similarity is the formation of organizations and institutions. James noted that humanitarian professionals come together and form organizations such as non- governmental bodies to aid people in dealing with disasters (James, 2015). For example, the British Medical Association and the American Medical Association were formed in the 1830s. Similarly, Rubin writes that the Federal Disaster Assistance Administration and Federal Emergency Management Agency (FEMA) was created in 1979 to aid in disaster management (Rubin, 2015). Therefore, the formation of an organization seems critical in combating disasters in both articles.
In both articles, there is evidence of people making a livelihood through the humanitarian profession or career. Rubin indicated that she had been involved in many projects, both governmental and private, throughout her career (Rubin, 2015). She has also worked for many agencies to make a living. Similarly, James pointed out that the humanitarian profession is no longer out of volunteering or hobbyist; instead, it is done for monetary compensation to make a livelihood (James, 2015). Then, being a humanitarian is done for pay.
One of the concepts that seem to be applicable is setting up of many colleges and universities that offer disaster or emergency management education. This worked in the twentieth century. The class curricula offer education in security, terrorism, emergency planning, and economics of hazards. Mastery of these skills leads to more efficient emergency management (Crichton&Flin, 2001). For instance, in the twentieth century, many institutions of higher learning started offering certificates and degrees in emergency management.
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Another concept is forming academic research centers. In the twentieth century, there were few research centers. Later, the Natural Hazard Centre was formed alongside the Disaster Research Centre that had been formed ten years ago (Rubin, 2015). The research enables researchers to foresee future emergencies and work on them in time. Research brings about a safe environment by enhancing learning and build-up of knowledge (Zarah, 2020).
The third concept is having more flexible sources of funding emergency management projects. Private non-profit organizations that will be ready to offer quick grants will be crucial. This way, organizing big workshops and programs to educate people will not suffer financial constraints. An example is the Bill Anderson Fund that Rubin talked about supporting researchers and projects in the EM field.
Disaster management is critical for the well-being of human beings. Having the right skills and knowledge to doing it is vital, especially by people who live near areas prone to disasters. Therefore, the transfer of such education to new generations through workshops and colleges is vital. Again, there is a need to involve professionalism in such work because it mainly deals with the well-being of people who suffer emotional and physical dangers. On top of this, preventing hazards through research generated concepts is also crucial.
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Crichton, M., &Flin, R. (2001). Training for emergency management: Tactical decision games. Journal of Hazardous Materials, 88(2-3), 255-266. doi:10.1016/s0304-3894(01)00270-9
James, E. (2015). The professional humanitarian and the downsides of professionalisation. Disasters, 40(2), 185-206. doi: 10.1111/disa.12140
Rubin, C. (2015). Reflections on 40 Years in the Hazards and Disasters Community. Journal Of Homeland Security And Emergency Management, 12(4), 763-774. doi: 10.1515/jhsem-2015-0050
Zarah, L. (2020). 7 Reasons Why Research Is Important. Retrieved 1 September 2020, from https://owlcation.com/academia/Why-Research-is-Important-Within-and-Beyond-the-Academe