Gail Rowntree is a published author in the field of aviation crisis and emergency management, with field experience from over 40 deployments both nationally and internationally as part of a response organisation. Gail is now a freelance consultant and is a trainer for ICAO, Director of Learning and Development for Frontier Risks Group, and runs her own business. Beverley Griffiths is the course leader for the MSc Managing Organisational Risk and Resilience at Buckinghamshire New University, bringing extensive practitioner experience across local and central government. She has contributed to UK guidance, National Occupational Standards, and training packages in emergency management and public safety, authored industry articles, and actively supports the sector through her professional affiliations.

This book provides a valuable resource for students, teachers and researchers of risk and resilience. The book introduces the key issues in this rapidly developing industry in an uncertain world. Professor Edward Borodzicz, West Saxon University of Applied Sciences of ZwickauThe authors have compiled a first-rate guide to crisis and emergency management for all involved in this critical area, covering preparation, response and resilience. It is often the first few hours and days of an emergency that decide the success, or otherwise, of any response. Therefore, we need to have the right tools at hand to steer us through the inevitable disorder and this textbook provides a welcome compendium of the latest thinking, measures and standards to minimise that disruption.By addressing ‘Knowledge, Systems and Processes’ in the first part of the guide, and ‘Society and Psychology’ in the second part, it has been possible to cover a lot of ground that should be invaluable to newcomers and professionals alike. It is good to see a complete and final chapter (Part 2, Chapter 10) devoted to public inquiries and the involvement that participants can expect as it is an expanding topic of relevance and interest.It is also helpful to see how each chapter is supported by learning objectives, tasks, interviews and exercises that expand the understanding of the subjects in the face of growing complexity. The topic of societal resilience is the focus of Part 1, Chapter 2, and with the interest in a whole-of-society / system approach, it is encouraging to see strategies, assessment tools and models offered: case studies and best practices further enhance the text.This book is well worth reading and having ready for the next crisis.Robert Hall, Co-founder of Resilience First

• List of figures xiList of tables xiiAbout the authors xiii1 Introducing the textbook 1Introduction 1Chapter synopsis 2How to use this book 5Historical background to the Civil Contingencies Act (2004) 5Key terms and definitions 7Understanding CAT1 responders 7Understanding CAT2 responders 8Understanding local resilience forums 8References 8Part One: Knowledge, systems, and processes2 Societal resilience 13Glossary 13Teaching aid 14Societal resilience – definitions, concepts, theories, and frameworks 14Key concepts and definitions: Resilience, community, societal terminology, and history 15Historical and policy context 16Elsewhere 16Research approaches to societal resilience 17Definitions and disciplinary perspectives 17Society 19Societal resilience 19Theoretical frameworks 20Personal resilience 21More on societal resilience 22Relevant studies and reviews for societal/community resilience 23Wider perspectives 26Challenges in advancing societal resilience 27Dark side of resilience 27Strategies for building resilience: Practical tools and techniques 28Assessment tools: Tools and methods for assessing societal resilience 29Case studies and best practices 30Future directions for societal resilience 31Conclusion 32Answers to assessing current knowledge 331. Definition and significance of societal resilience 332. Key components and dimensions 333. Theoretical frameworks and case studies 334. Assessment and monitoring tools 335. Strategies for building resilience 34References 353 Developing response readiness 41Glossary 41Introduction 42Training overview 42Educational learning and training courses 43Training courses 43Tabletop scenarios and workshops 44Workshops 47Multi-agency exercises or simulations 47Gamification 50Conclusion 53Answers to assessing current knowledge 54Training aid 54References 554 Response, structure, and methods 57Glossary 57Teaching tips 58Introduction 58Overview of current response models in the UK 59Understanding the role of Local Resilience Forums 60National Occupational Standards and JESIP 62JESIP principles in more detail 63Co-locate 64Communicate 65Coordinate 67Understanding the risks 68Psychology and human factors 69Groupthink 70Shared situation awareness 71Public expectations and political pressure 72Learning lessons after each response 73Key points from major incidents linked to JESIP 73Working with NGOs and the wider community 74Conclusion 75Answers to assessing current knowledge 76Individual post-chapter learning 76Training aid 76References 775 Recovery post-incident 79Glossary 79Introduction 80Defining recovery 80Understanding the phases and complexity of recovery 81Legal and policy frameworks for recovery in the UK 82The Civil Contingencies Act 2004 82National Recovery Guidance 83The UK Government Resilience Framework (Cabinet Office 2022) 83Exercising Best Practice Guidance (UK Resilience Academy (2025) 84Understanding recovery impacts 84Recovery planning and coordination 84Balancing physical rebuilding with emotional and social support in recovery 84Community-led recovery: Reframing the role of local actors 85The role of recovery communications 86Vulnerable populations and communication in recovery 87Psychological and social recovery 87Leadership and governance in recovery 88The role of data, AI, and technology 88Long-term timeframes 89Framing recovery as an extreme management challenge 89Applying principles of effective recovery management 90Evaluating recovery outcomes 91Challenges in recovery 92Commemorating disasters with memorials 93Conclusion 96Case studies 96Toll Bar, Doncaster flooding 2007, UK (Easthope and Mort, 2014) 96Christchurch earthquake 2011, New Zealand 96Recovery challenges following the 2022 UEFA Champions League Final,Paris 97Answers to assessing current knowledge 99References 1016 Communicating in a crisis 104Glossary 104Introduction 105Updating foundational models for modern communication complexities 106How crisis communications links to the Civil Contingencies Act (2004) 107Risk communications versus crisis communications 108Training crisis communications 110The impact of social media on crisis communication 112Artificial intelligence and crisis communication 113Case studies for crisis communication in action 115Conclusion 116Answers to assessing current knowledge 118Post-chapter learning 118Training aid 119Exercise – example answer 119References 120Part Two: Society and psychology7 Community communication and psychology 125Glossary 125Introduction 126Individual psychological responses 128Community-level psychological effects 128Case examples 129The role of emergency managers 129Effective communication 129Core principles of effective communication 129The CERC model 130Good practices for practitioners 130Trust, perception, and misinformation 131UK examples of misinformation in emergencies 131Strategies to build trust and counter misinformation 132Community engagement and resilience 132Communication with vulnerable populations 133Barriers to effective communication 134Legal and policy frameworks 134Case example: Flooding in Cumbria (2015) 135Monitoring and evaluation 135Traditional communication channels 135Digital and mobile technologies 136Accessibility and inclusivity in technology 136Monitoring and feedback tools 136Psychological first aid and recovery communication 137Special considerations for anniversaries and memorials 138Case example: Grenfell Tower recovery communication 138Case studies and lessons learned 138Case study 1: Grenfell Tower fire (2017) 138Case study 2: Manchester Arena bombing (2017) 139Case study 3: COVID-19 pandemic (2020–2022) 140Cross-cutting themes and takeaways 140Conclusion 140Answers to assessing current knowledge 142Discussion questions and activities 142References 1458 Humanitarian response 149Glossary 149Introduction 150Defining response centres 150Early example of humanitarian support 151International humanitarian response 151Civil Contingencies Act (2004) (CCA) 152Who pays for the Rest Centre or the HAC? 152When to open a Rest Centre? 153Local Authorities (LAs) and Local Resilience Forums (LRFs) 154CAT2 responders – those who may be asked to respond as defined by theCCA (2004) 154Training and exercising a Rest Centre set-up 156Communicating about a Rest Centre 157Barriers to communication for Rest Centres 158First 24 hours for a Rest Centre 158Second 24 hours for a Rest Centre 160First 24 hours for a HAC 161Services a Rest Centre or HAC offers 161Specific HAC services 163What happens after the Rest Centre closes? 163Case study – UK floods, 2007 165Interview – case study 166Conclusion 168Post-chapter learning 170References 1729 Innovations in preparedness and response 174Glossary 174Introduction 175Gamification 176Gamification and the community 176Drones or unmanned aerial vehicles (UAVs) 177Digital twins, crowdsourcing, and mapping 178Use of wearable technology 180Interview for use of VR in exercises 182How do you feel VR adds value to crisis management training and exercising? 182Is there any one thing that you can point to that is really enhanced by using VR for training and exercising? This might be skills building, confidence, or anything else you have observed or found through your work 182What are the key advantages that technology has over traditional training in crisis management? 183How does VR work when used specifically in multi-agency exercises? (i.e. challenges, advantages capturing data and information) 183Finally, what is the next technology that you think will really enhance crisis management, and why? 184Ethical artificial intelligence with machine learning 184Early warning systems 186Conclusion 187Post-chapter learning questions and actions – take time to reflect 189Training aid 189References 19010 Public inquiries and hearings 193Glossary 193Key terminology for inquiries and hearings 193Introduction 195What is a public inquiry? 195Establishment and leadership 196Powers and transparency 196Contributions and limitations 197Enhancing emergency response through inquiry frameworks 197Stakeholder engagement and communication strategies 198Legal implications and data privacy 199Technology and digital evidence management 199Integration with broader emergency management governance 199Preparing to give evidence: Organisational readiness and professional competence 201Training and exercising: Building confidence and defensibility 201Log-keeping as a core competency 202Diversity and inclusion in inquiry processes 202Ongoing monitoring and updates following public inquiries 203The consequences of public inquiries and need for support 204Conclusion 205Training aid 205Answers to assessing current knowledge 208Answers to training aid 208References 210Index 212

Gail Rowntree is a published author in the field of aviation crisis and emergency management, with field experience from over 40 deployments both nationally and internationally as part of a response organisation. Gail is now a freelance consultant and is a trainer for ICAO, Director of Learning and Development for Frontier Risks Group, and runs her own business. Beverley Griffiths is the course leader for the MSc Managing Organisational Risk and Resilience at Buckinghamshire New University, bringing extensive practitioner experience across local and central government. She has contributed to UK guidance, National Occupational Standards, and training packages in emergency management and public safety, authored industry articles, and actively supports the sector through her professional affiliations.

This book provides a valuable resource for students, teachers and researchers of risk and resilience. The book introduces the key issues in this rapidly developing industry in an uncertain world. Professor Edward Borodzicz, West Saxon University of Applied Sciences of ZwickauThe authors have compiled a first-rate guide to crisis and emergency management for all involved in this critical area, covering preparation, response and resilience. It is often the first few hours and days of an emergency that decide the success, or otherwise, of any response. Therefore, we need to have the right tools at hand to steer us through the inevitable disorder and this textbook provides a welcome compendium of the latest thinking, measures and standards to minimise that disruption.By addressing ‘Knowledge, Systems and Processes’ in the first part of the guide, and ‘Society and Psychology’ in the second part, it has been possible to cover a lot of ground that should be invaluable to newcomers and professionals alike. It is good to see a complete and final chapter (Part 2, Chapter 10) devoted to public inquiries and the involvement that participants can expect as it is an expanding topic of relevance and interest.It is also helpful to see how each chapter is supported by learning objectives, tasks, interviews and exercises that expand the understanding of the subjects in the face of growing complexity. The topic of societal resilience is the focus of Part 1, Chapter 2, and with the interest in a whole-of-society / system approach, it is encouraging to see strategies, assessment tools and models offered: case studies and best practices further enhance the text.This book is well worth reading and having ready for the next crisis.Robert Hall, Co-founder of Resilience First

• List of figures xiList of tables xiiAbout the authors xiii1 Introducing the textbook 1Introduction 1Chapter synopsis 2How to use this book 5Historical background to the Civil Contingencies Act (2004) 5Key terms and definitions 7Understanding CAT1 responders 7Understanding CAT2 responders 8Understanding local resilience forums 8References 8Part One: Knowledge, systems, and processes2 Societal resilience 13Glossary 13Teaching aid 14Societal resilience – definitions, concepts, theories, and frameworks 14Key concepts and definitions: Resilience, community, societal terminology, and history 15Historical and policy context 16Elsewhere 16Research approaches to societal resilience 17Definitions and disciplinary perspectives 17Society 19Societal resilience 19Theoretical frameworks 20Personal resilience 21More on societal resilience 22Relevant studies and reviews for societal/community resilience 23Wider perspectives 26Challenges in advancing societal resilience 27Dark side of resilience 27Strategies for building resilience: Practical tools and techniques 28Assessment tools: Tools and methods for assessing societal resilience 29Case studies and best practices 30Future directions for societal resilience 31Conclusion 32Answers to assessing current knowledge 331. Definition and significance of societal resilience 332. Key components and dimensions 333. Theoretical frameworks and case studies 334. Assessment and monitoring tools 335. Strategies for building resilience 34References 353 Developing response readiness 41Glossary 41Introduction 42Training overview 42Educational learning and training courses 43Training courses 43Tabletop scenarios and workshops 44Workshops 47Multi-agency exercises or simulations 47Gamification 50Conclusion 53Answers to assessing current knowledge 54Training aid 54References 554 Response, structure, and methods 57Glossary 57Teaching tips 58Introduction 58Overview of current response models in the UK 59Understanding the role of Local Resilience Forums 60National Occupational Standards and JESIP 62JESIP principles in more detail 63Co-locate 64Communicate 65Coordinate 67Understanding the risks 68Psychology and human factors 69Groupthink 70Shared situation awareness 71Public expectations and political pressure 72Learning lessons after each response 73Key points from major incidents linked to JESIP 73Working with NGOs and the wider community 74Conclusion 75Answers to assessing current knowledge 76Individual post-chapter learning 76Training aid 76References 775 Recovery post-incident 79Glossary 79Introduction 80Defining recovery 80Understanding the phases and complexity of recovery 81Legal and policy frameworks for recovery in the UK 82The Civil Contingencies Act 2004 82National Recovery Guidance 83The UK Government Resilience Framework (Cabinet Office 2022) 83Exercising Best Practice Guidance (UK Resilience Academy (2025) 84Understanding recovery impacts 84Recovery planning and coordination 84Balancing physical rebuilding with emotional and social support in recovery 84Community-led recovery: Reframing the role of local actors 85The role of recovery communications 86Vulnerable populations and communication in recovery 87Psychological and social recovery 87Leadership and governance in recovery 88The role of data, AI, and technology 88Long-term timeframes 89Framing recovery as an extreme management challenge 89Applying principles of effective recovery management 90Evaluating recovery outcomes 91Challenges in recovery 92Commemorating disasters with memorials 93Conclusion 96Case studies 96Toll Bar, Doncaster flooding 2007, UK (Easthope and Mort, 2014) 96Christchurch earthquake 2011, New Zealand 96Recovery challenges following the 2022 UEFA Champions League Final,Paris 97Answers to assessing current knowledge 99References 1016 Communicating in a crisis 104Glossary 104Introduction 105Updating foundational models for modern communication complexities 106How crisis communications links to the Civil Contingencies Act (2004) 107Risk communications versus crisis communications 108Training crisis communications 110The impact of social media on crisis communication 112Artificial intelligence and crisis communication 113Case studies for crisis communication in action 115Conclusion 116Answers to assessing current knowledge 118Post-chapter learning 118Training aid 119Exercise – example answer 119References 120Part Two: Society and psychology7 Community communication and psychology 125Glossary 125Introduction 126Individual psychological responses 128Community-level psychological effects 128Case examples 129The role of emergency managers 129Effective communication 129Core principles of effective communication 129The CERC model 130Good practices for practitioners 130Trust, perception, and misinformation 131UK examples of misinformation in emergencies 131Strategies to build trust and counter misinformation 132Community engagement and resilience 132Communication with vulnerable populations 133Barriers to effective communication 134Legal and policy frameworks 134Case example: Flooding in Cumbria (2015) 135Monitoring and evaluation 135Traditional communication channels 135Digital and mobile technologies 136Accessibility and inclusivity in technology 136Monitoring and feedback tools 136Psychological first aid and recovery communication 137Special considerations for anniversaries and memorials 138Case example: Grenfell Tower recovery communication 138Case studies and lessons learned 138Case study 1: Grenfell Tower fire (2017) 138Case study 2: Manchester Arena bombing (2017) 139Case study 3: COVID-19 pandemic (2020–2022) 140Cross-cutting themes and takeaways 140Conclusion 140Answers to assessing current knowledge 142Discussion questions and activities 142References 1458 Humanitarian response 149Glossary 149Introduction 150Defining response centres 150Early example of humanitarian support 151International humanitarian response 151Civil Contingencies Act (2004) (CCA) 152Who pays for the Rest Centre or the HAC? 152When to open a Rest Centre? 153Local Authorities (LAs) and Local Resilience Forums (LRFs) 154CAT2 responders – those who may be asked to respond as defined by theCCA (2004) 154Training and exercising a Rest Centre set-up 156Communicating about a Rest Centre 157Barriers to communication for Rest Centres 158First 24 hours for a Rest Centre 158Second 24 hours for a Rest Centre 160First 24 hours for a HAC 161Services a Rest Centre or HAC offers 161Specific HAC services 163What happens after the Rest Centre closes? 163Case study – UK floods, 2007 165Interview – case study 166Conclusion 168Post-chapter learning 170References 1729 Innovations in preparedness and response 174Glossary 174Introduction 175Gamification 176Gamification and the community 176Drones or unmanned aerial vehicles (UAVs) 177Digital twins, crowdsourcing, and mapping 178Use of wearable technology 180Interview for use of VR in exercises 182How do you feel VR adds value to crisis management training and exercising? 182Is there any one thing that you can point to that is really enhanced by using VR for training and exercising? This might be skills building, confidence, or anything else you have observed or found through your work 182What are the key advantages that technology has over traditional training in crisis management? 183How does VR work when used specifically in multi-agency exercises? (i.e. challenges, advantages capturing data and information) 183Finally, what is the next technology that you think will really enhance crisis management, and why? 184Ethical artificial intelligence with machine learning 184Early warning systems 186Conclusion 187Post-chapter learning questions and actions – take time to reflect 189Training aid 189References 19010 Public inquiries and hearings 193Glossary 193Key terminology for inquiries and hearings 193Introduction 195What is a public inquiry? 195Establishment and leadership 196Powers and transparency 196Contributions and limitations 197Enhancing emergency response through inquiry frameworks 197Stakeholder engagement and communication strategies 198Legal implications and data privacy 199Technology and digital evidence management 199Integration with broader emergency management governance 199Preparing to give evidence: Organisational readiness and professional competence 201Training and exercising: Building confidence and defensibility 201Log-keeping as a core competency 202Diversity and inclusion in inquiry processes 202Ongoing monitoring and updates following public inquiries 203The consequences of public inquiries and need for support 204Conclusion 205Training aid 205Answers to assessing current knowledge 208Answers to training aid 208References 210Index 212

Gail Rowntree is a published author in the field of aviation crisis and emergency management, with field experience from over 40 deployments both nationally and internationally as part of a response organisation. Gail is now a freelance consultant and is a trainer for ICAO, Director of Learning and Development for Frontier Risks Group, and runs her own business. Beverley Griffiths is the course leader for the MSc Managing Organisational Risk and Resilience at Buckinghamshire New University, bringing extensive practitioner experience across local and central government. She has contributed to UK guidance, National Occupational Standards, and training packages in emergency management and public safety, authored industry articles, and actively supports the sector through her professional affiliations.

This book provides a valuable resource for students, teachers and researchers of risk and resilience. The book introduces the key issues in this rapidly developing industry in an uncertain world. Professor Edward Borodzicz, West Saxon University of Applied Sciences of ZwickauThe authors have compiled a first-rate guide to crisis and emergency management for all involved in this critical area, covering preparation, response and resilience. It is often the first few hours and days of an emergency that decide the success, or otherwise, of any response. Therefore, we need to have the right tools at hand to steer us through the inevitable disorder and this textbook provides a welcome compendium of the latest thinking, measures and standards to minimise that disruption.By addressing ‘Knowledge, Systems and Processes’ in the first part of the guide, and ‘Society and Psychology’ in the second part, it has been possible to cover a lot of ground that should be invaluable to newcomers and professionals alike. It is good to see a complete and final chapter (Part 2, Chapter 10) devoted to public inquiries and the involvement that participants can expect as it is an expanding topic of relevance and interest.It is also helpful to see how each chapter is supported by learning objectives, tasks, interviews and exercises that expand the understanding of the subjects in the face of growing complexity. The topic of societal resilience is the focus of Part 1, Chapter 2, and with the interest in a whole-of-society / system approach, it is encouraging to see strategies, assessment tools and models offered: case studies and best practices further enhance the text.This book is well worth reading and having ready for the next crisis.Robert Hall, Co-founder of Resilience First

• List of figures xiList of tables xiiAbout the authors xiii1 Introducing the textbook 1Introduction 1Chapter synopsis 2How to use this book 5Historical background to the Civil Contingencies Act (2004) 5Key terms and definitions 7Understanding CAT1 responders 7Understanding CAT2 responders 8Understanding local resilience forums 8References 8Part One: Knowledge, systems, and processes2 Societal resilience 13Glossary 13Teaching aid 14Societal resilience – definitions, concepts, theories, and frameworks 14Key concepts and definitions: Resilience, community, societal terminology, and history 15Historical and policy context 16Elsewhere 16Research approaches to societal resilience 17Definitions and disciplinary perspectives 17Society 19Societal resilience 19Theoretical frameworks 20Personal resilience 21More on societal resilience 22Relevant studies and reviews for societal/community resilience 23Wider perspectives 26Challenges in advancing societal resilience 27Dark side of resilience 27Strategies for building resilience: Practical tools and techniques 28Assessment tools: Tools and methods for assessing societal resilience 29Case studies and best practices 30Future directions for societal resilience 31Conclusion 32Answers to assessing current knowledge 331. Definition and significance of societal resilience 332. Key components and dimensions 333. Theoretical frameworks and case studies 334. Assessment and monitoring tools 335. Strategies for building resilience 34References 353 Developing response readiness 41Glossary 41Introduction 42Training overview 42Educational learning and training courses 43Training courses 43Tabletop scenarios and workshops 44Workshops 47Multi-agency exercises or simulations 47Gamification 50Conclusion 53Answers to assessing current knowledge 54Training aid 54References 554 Response, structure, and methods 57Glossary 57Teaching tips 58Introduction 58Overview of current response models in the UK 59Understanding the role of Local Resilience Forums 60National Occupational Standards and JESIP 62JESIP principles in more detail 63Co-locate 64Communicate 65Coordinate 67Understanding the risks 68Psychology and human factors 69Groupthink 70Shared situation awareness 71Public expectations and political pressure 72Learning lessons after each response 73Key points from major incidents linked to JESIP 73Working with NGOs and the wider community 74Conclusion 75Answers to assessing current knowledge 76Individual post-chapter learning 76Training aid 76References 775 Recovery post-incident 79Glossary 79Introduction 80Defining recovery 80Understanding the phases and complexity of recovery 81Legal and policy frameworks for recovery in the UK 82The Civil Contingencies Act 2004 82National Recovery Guidance 83The UK Government Resilience Framework (Cabinet Office 2022) 83Exercising Best Practice Guidance (UK Resilience Academy (2025) 84Understanding recovery impacts 84Recovery planning and coordination 84Balancing physical rebuilding with emotional and social support in recovery 84Community-led recovery: Reframing the role of local actors 85The role of recovery communications 86Vulnerable populations and communication in recovery 87Psychological and social recovery 87Leadership and governance in recovery 88The role of data, AI, and technology 88Long-term timeframes 89Framing recovery as an extreme management challenge 89Applying principles of effective recovery management 90Evaluating recovery outcomes 91Challenges in recovery 92Commemorating disasters with memorials 93Conclusion 96Case studies 96Toll Bar, Doncaster flooding 2007, UK (Easthope and Mort, 2014) 96Christchurch earthquake 2011, New Zealand 96Recovery challenges following the 2022 UEFA Champions League Final,Paris 97Answers to assessing current knowledge 99References 1016 Communicating in a crisis 104Glossary 104Introduction 105Updating foundational models for modern communication complexities 106How crisis communications links to the Civil Contingencies Act (2004) 107Risk communications versus crisis communications 108Training crisis communications 110The impact of social media on crisis communication 112Artificial intelligence and crisis communication 113Case studies for crisis communication in action 115Conclusion 116Answers to assessing current knowledge 118Post-chapter learning 118Training aid 119Exercise – example answer 119References 120Part Two: Society and psychology7 Community communication and psychology 125Glossary 125Introduction 126Individual psychological responses 128Community-level psychological effects 128Case examples 129The role of emergency managers 129Effective communication 129Core principles of effective communication 129The CERC model 130Good practices for practitioners 130Trust, perception, and misinformation 131UK examples of misinformation in emergencies 131Strategies to build trust and counter misinformation 132Community engagement and resilience 132Communication with vulnerable populations 133Barriers to effective communication 134Legal and policy frameworks 134Case example: Flooding in Cumbria (2015) 135Monitoring and evaluation 135Traditional communication channels 135Digital and mobile technologies 136Accessibility and inclusivity in technology 136Monitoring and feedback tools 136Psychological first aid and recovery communication 137Special considerations for anniversaries and memorials 138Case example: Grenfell Tower recovery communication 138Case studies and lessons learned 138Case study 1: Grenfell Tower fire (2017) 138Case study 2: Manchester Arena bombing (2017) 139Case study 3: COVID-19 pandemic (2020–2022) 140Cross-cutting themes and takeaways 140Conclusion 140Answers to assessing current knowledge 142Discussion questions and activities 142References 1458 Humanitarian response 149Glossary 149Introduction 150Defining response centres 150Early example of humanitarian support 151International humanitarian response 151Civil Contingencies Act (2004) (CCA) 152Who pays for the Rest Centre or the HAC? 152When to open a Rest Centre? 153Local Authorities (LAs) and Local Resilience Forums (LRFs) 154CAT2 responders – those who may be asked to respond as defined by theCCA (2004) 154Training and exercising a Rest Centre set-up 156Communicating about a Rest Centre 157Barriers to communication for Rest Centres 158First 24 hours for a Rest Centre 158Second 24 hours for a Rest Centre 160First 24 hours for a HAC 161Services a Rest Centre or HAC offers 161Specific HAC services 163What happens after the Rest Centre closes? 163Case study – UK floods, 2007 165Interview – case study 166Conclusion 168Post-chapter learning 170References 1729 Innovations in preparedness and response 174Glossary 174Introduction 175Gamification 176Gamification and the community 176Drones or unmanned aerial vehicles (UAVs) 177Digital twins, crowdsourcing, and mapping 178Use of wearable technology 180Interview for use of VR in exercises 182How do you feel VR adds value to crisis management training and exercising? 182Is there any one thing that you can point to that is really enhanced by using VR for training and exercising? This might be skills building, confidence, or anything else you have observed or found through your work 182What are the key advantages that technology has over traditional training in crisis management? 183How does VR work when used specifically in multi-agency exercises? (i.e. challenges, advantages capturing data and information) 183Finally, what is the next technology that you think will really enhance crisis management, and why? 184Ethical artificial intelligence with machine learning 184Early warning systems 186Conclusion 187Post-chapter learning questions and actions – take time to reflect 189Training aid 189References 19010 Public inquiries and hearings 193Glossary 193Key terminology for inquiries and hearings 193Introduction 195What is a public inquiry? 195Establishment and leadership 196Powers and transparency 196Contributions and limitations 197Enhancing emergency response through inquiry frameworks 197Stakeholder engagement and communication strategies 198Legal implications and data privacy 199Technology and digital evidence management 199Integration with broader emergency management governance 199Preparing to give evidence: Organisational readiness and professional competence 201Training and exercising: Building confidence and defensibility 201Log-keeping as a core competency 202Diversity and inclusion in inquiry processes 202Ongoing monitoring and updates following public inquiries 203The consequences of public inquiries and need for support 204Conclusion 205Training aid 205Answers to assessing current knowledge 208Answers to training aid 208References 210Index 212