Dunn, M. M. (2023). Aphorme: An Intralingual Translation Tool for Emergency Management and Disaster Response. In Jaziar Radianti, Ioannis Dokas, Nicolas Lalone, & Deepak Khazanchi (Eds.), Proceedings of the 20th International ISCRAM Conference (pp. 1033–1041). Omaha, USA: University of Nebraska at Omaha.
Abstract: While multilingual translation needs (from one or more language(s) to one or more others) in disaster events are a “perennial issue” among responders in crisis-affected communities (Crowley & Chan, 2011) and calls are being made to consider the access to (and translation of) information during crisis a human right (Greenwood et al., 2017), the literature that deals with intralingual translation in disaster is limited in places where it should thrive, such as crisis communication, translation studies, and rhetoric. Intralingual translation is of increasing relevance in disaster not only because of potential variability in literacy levels among those affected (O’Brien, 2020) but because responding to/planning for disaster requires an understanding of the ‘operational’ terms used (but not always shared) by other responding agencies in the field. This paper calls for increased attention to intralingual translation needs in disaster and introduces a translation technology (“Aphorme”) designed to mitigate those needs.
|
|
Salemi, H., Senarath, Y., & Purohit, H. (2023). A Comparative Study of Pre-trained Language Models to Filter Informative Code-mixed Data on Social Media during Disasters. In Jaziar Radianti, Ioannis Dokas, Nicolas Lalone, & Deepak Khazanchi (Eds.), Proceedings of the 20th International ISCRAM Conference (pp. 920–932). Omaha, USA: University of Nebraska at Omaha.
Abstract: Social media can inform response agencies during disasters to help affected people. However, filtering informative messages from social media content is challenging due to the ungrammatical text, out-of-vocabulary words, etc., that limit the context interpretation of messages. Further, there has been limited exploration of the challenge of code-mixing (using words from another language in a given text of one language) in user-generated content during disasters. Hence, we proposed a new code-mixed dataset of tweets related to the 2017 Iran-Iraq Earthquake and annotated them based on their informativeness characteristics. Additionally, we have evaluated the performance of state-of-the-art pre-trained language models: mBERT, RoBERTa, and XLM-R, on the proposed dataset. The results show that mBERT (with F1 score of 72%) overweighs the other models in classifying informative code-mixed messages. Moreover, we analyzed some patterns of exploiting code-mixing by users, which can help future works in developing these models.
|
|
Alkusaibati, W., & Pilemalm, S. (2023). Digitalized Co-production and Volunteerism in Emergency Response: a Literature Review. In Jaziar Radianti, Ioannis Dokas, Nicolas Lalone, & Deepak Khazanchi (Eds.), Proceedings of the 20th International ISCRAM Conference (pp. 738–750). Omaha, USA: University of Nebraska at Omaha.
Abstract: ICT-enabled or digitalized co-production of public services has become increasingly relevant to emergency response and crisis management. This study provides a literature review on this phenomenon, exploring both large-scale crises and frequent emergencies. We found that research in the domain is scarce and focuses mainly on the phenomenon in terms of digital volunteerism. In large-scale crises, they mostly refer to spontaneous forms of volunteering, and in smaller emergencies, to more organized volunteers that collaborate with a response organization over time. Similarities to digitalized co-production in the public sector generally include financial, administrative, ICT, and demographic factors. Differences include, e.g., aspects of coordination, support, and processing by formal actors. We argue that there are benefits of adding a theoretical co-production perspective to digital volunteerism in emergency response and that our literature review can guide future research on models and (the double) use of volunteers in both kinds of emergencies.
|
|
Borglund, E., A.M., & Granholm, M. (2023). Challenges in work procedures in distributed crisis management. In Jaziar Radianti, Ioannis Dokas, Nicolas Lalone, & Deepak Khazanchi (Eds.), Proceedings of the 20th International ISCRAM Conference (pp. 732–737). Omaha, USA: University of Nebraska at Omaha.
Abstract: This is a work in progress paper on work and IT usage in distributed crisis management. The data presented in this paper has been collected at a one-day tabletop exercise with four Swedish municipalities. Four members of the four municipalities’ crisis organizations were invited to the exercise, which was designed as one scenario divided into two cases. At the start of each case of the exercise, each municipality was split into two separate rooms, to simulate a distributed crisis management. During the first case they could communicate using phone, TETRA radio, and the Internet. During case two in the scenario, there was no Internet connection. The study indicates that all the municipalities managed to organize and solve the given tasks using primarily voice communication, in case one using phone or, e.g., Teams, and in case two using TETRA radio. Information sharing using IT was non-existing.
|
|
Lindhagen, A., Björnqvist, A., & Berggren, P. (2023). Supporting Instructors in Conducting Exercises. In Jaziar Radianti, Ioannis Dokas, Nicolas Lalone, & Deepak Khazanchi (Eds.), Proceedings of the 20th International ISCRAM Conference (pp. 721–731). Omaha, USA: University of Nebraska at Omaha.
Abstract: Planning, designing, facilitating, and evaluating are central activities for instructors when conducting exercises. When conducting these activities, instructors usually rely on past experiences since structured educations or guides for instructors do not exist. It is therefore evident that there is a need for such educations or guides. In this study, the contents of a guide for instructors are proposed. The contents are based on seven semi-structured interviews with novel and experienced instructors, where they were asked to map their procedures for conducting exercises through a journey map. The interviews resulted in material which was transcribed and analysed using a thematic analysis. The thematic analysis emphasized five themes to consider when acting as an instructor, namely roles, realism, defining purpose and goals, learning, and planning and acting. The results from the interviews, combined with past literature, resulted in proposed contents for an instructor’s guide which is currently being developed.
|
|