1. Wood MM, Mileti DS, Kano M, Kelley MM, Regan R, Bourque LB. Communicating actionable risk for terrorism and other hazards. Risk Anal. 2012;32(4):601–15.
2. Norris FH, Friedman MJ, Watson PJ, Byrne CM, Diaz E, Kaniasty K. 60, 000 disaster victims speak: Part I. An empirical review of the empirical literature, 1981–2001. Psychiatry. 2002;65:207–60.
3. United Nations Educational, Scientific and Cultural Organization/United Nations Childrens Fund. Disaster risk reduction in school curricula: Case studies from thirty countries. Geneva: UNESCO/UNICEF; 2012.
4. United Nations Educational, Scientific and Cultural Organization/United Nations Childrens Fund. Towards a learning culture of safety and resilience: Technical guidance for integrating disaster risk reduction in the school curriculum (Pilot Version). Geneva: UNESCO/UNICEF; 2013. Written by two DRR researchers (D. Selby & F Kagawa), this publication provides guidance for integrating DRR curriculum in school settings. It offers conceptual frameworks, including differing levels of DRR integration, depending on school resources, will, and other factors. It also provides tools for planning, implementation, and evaluation. Case examples are provided to bring different focal points to life.
5. Ronan, KR. Many advances, continuing challenges towards HFA2 and Post-2015: Policy-practice-research summary and recommendations. Hyogo Framework for Action Thematic Review: Priority for Action (PFA) 3 – Core Indicator (CI) 2: School curricula, education material and relevant training including disaster risk reduction and recovery concepts and practices. Background Chapter prepared for United Nations Office for Disaster Risk Reduction and the Global Assessment Report on Disaster Risk Reduction, 2015. UNESCO/UNICEF: Paris/Geneva; 2015. This background paper was written for the UNISDR Global Assessment Report on DRR, 2015. A focus in this paper is on the policy-practice-research nexus in relation to the HFA Core Indicator noted in the title. Based on desk and literature review and consultation with many key actors, this background paper documents progress and challenges across these three areas in relation to DRR education and teacher training. Due for publication in early 2015, it is also available from the author.