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Scientific Animations Without Borders and Crowd-sourced Emerg ...
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- Title: Scientific Animations Without Borders and Crowd-sourced Emergency Relief Knowledge in Local Languages: A Case Study of the Iranian Earthquake
- Author(s): Saber Miresmailli, Julia Bello-Bravo, Barry R. Pittendrigh
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: Common Ground Open
- Journal Title: The International Journal of Science in Society
- Keywords: Natural Disasters, Iran, Cholera Prevention, Social Media, Animations
- Volume: 6
- Issue: 2
- Date: February 05, 2015
- ISSN: 1836-6236 (Print)
- ISSN: 1836-6244 (Online)
- DOI: https://doi.org/10.18848/1836-6236/CGP/v06i02/1-12
- Citation: Miresmailli, Saber, Julia Bello-Bravo, and Barry R. Pittendrigh. 2015. "Scientific Animations Without Borders and Crowd-sourced Emergency Relief Knowledge in Local Languages: A Case Study of the Iranian Earthquake." The International Journal of Science in Society 6 (2): 1-12. doi:10.18848/1836-6236/CGP/v06i02/1-12.
- Extent: 12 pages
Open Access
Copyright © 2015, Common Ground Research Networks, Some Rights Reserved, (CC BY-NC-ND 4.0)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Abstract
Scientific Animations Without Borders (SAWBO) is a University of Illinois at Urbana-Champaign-based program focused on the development and deployment of educational content that can be rapidly translated and voice overlaid into new languages and deployed through cell phones and other video-capable devices. SAWBO relies on volunteers for translation and deployment of content both online and offline. On August 11 of 2012, a 6.4 magnitude earthquake struck East Azerbaijan province of Iran. SAWBO was contacted by, and worked with, Iranian expatriates from Vancouver, Canada, interested in gaining knowledge, about how to treat water to prevent cholera, into the zone hardest hit by the earthquake. In this case study, we outlined the challenges of deployment of educational content into a country where the authorities restrict the flow of knowledge to their own populations (i.e. a minority language group). We also discuss certain ethical dilemmas related to tracking content and user activities.
