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Bruno B. Lage, Victor A. Bañuls, & Marcos R. S. Borges. (2013). Supporting course of actions development in emergency preparedness through cross-impact analysis. In J. Geldermann and T. Müller S. Fortier F. F. T. Comes (Ed.), ISCRAM 2013 Conference Proceedings – 10th International Conference on Information Systems for Crisis Response and Management (pp. 714–723). KIT; Baden-Baden: Karlsruher Institut fur Technologie.
Abstract: Emergency plans are developed to serve as a basis for response actions required in real situations. However, plan development is not an easy task and usually relies on complex processes. Due to the uncertainty of emergencies, one of the most challenging tasks is the development of possible courses of action. To deal with this uncertainty, we propose the use of scenario techniques for the definition of courses of action. Specifically, we adopt the use of CIA-ISM scenario technique for structuring the chain of events that can occur in a crisis that would support planning teams to develop courses of action. A practical application of the methodology has been successfully conducted by an emergency planning team in Brazil. The practical application of the CIA-ISM process was supported by a software artifact called CAEPlan. Lessons learned about the empirical application of both the methodology and the software artifact are presented.
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Linda Plotnick, Murray Turoff, Starr Roxanne Hiltz, & Julie Dugdale. (2017). Thumbs up? Attitudes of Emergency Managers to Proposed Masters Programs in EM With an IS Focus. In eds Aurélie Montarnal Matthieu Lauras Chihab Hanachi F. B. Tina Comes (Ed.), Proceedings of the 14th International Conference on Information Systems for Crisis Response And Management (pp. 1030–1042). Albi, France: Iscram.
Abstract: Information Systems (IS) increasingly are used in Emergency Management (EM), so it is prudent to include IS study in EM education. This paper presents the results of analyzing the responses to a survey that proposed potential courses for programs at the master's level. The survey was completed by 373 practitioners, academics and/or researchers with EM experience. All proposed courses were rated above 4 on a 7-point scale for how essential they are to the curriculum. However, there were disagreements. Qualitative analysis of volunteered comments indicate that some low ratings were due to disagreement with the content of the course as described, or with the need for an entire course to cover the topic. An unexpected finding was that a substantial number of respondents spontaneously expressed opposition to the use of IS for EM in general. The findings are discussed and a preliminary curriculum is proposed.
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