Individual Emergency Preparedness in Canada: Widening the Lens on the Social Environment
Notice bibliographique
Résumé
The goal of this thesis was to reposition individual preparedness within a social environmental context. First, a theoretical model was developed to more accurately represent the social environmental considerations neglected in current preparedness research and policy. A series of three studies tested this model using a mixed-methods approach: First, subjective conceptualizations of preparedness were explored in a qualitative analysis (N = 12). Findings revealed that participants evaluated their readiness not in terms of prescribed activities, but perceptions about their current resourcefulness as well as past local hazards. Participants’ had positive social environments which also reinforced their perceived coping ability in future emergency events. Subsequent thesis studies investigated the role social environment further, using quantitative data. The second study explicitly tested whether perceptions of risk and coping could explain differences in preparedness based on demographic attributes linked to variations in social environment. Data from a survey examining Canadians perceptions regarding terrorism threats (N = 1503) revealed that greater anticipated response was significantly associated with increased age, as well as female gender, higher education levels, and higher income levels. Statistically significant differences in threat appraisals were also reported based on these demographic groupings. However, mediation analyses demonstrated that with the exception of gender, differences in anticipated response could not be explained via risk perceptions or perceived coping efficacy, suggesting that social environment’s role in preparedness is not related to the internal processes often targeted in current campaigns. The third study used a multilevel design to investigate the contextual role of neighbourhood social environment in anticipated emergency response. Results demonstrated that a more deprived social neighbourhood context was related to lowered anticipated emergency response. This relationship was maintained after controlling for significant individual-level factors such as previous experience and sociodemographics, highlighting the importance of neighbourhood social context in facilitating emergency preparedness. Taken together, these findings provide novel evidence that focusing preparedness strategies to primarily target internal processes is misguided, and that future research and policy must position preparedness efforts in the context of existing social environmental resources and barriers in order to build capacity for effective emergency response.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».