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Singapore has had a dramatic spike in coronavirus infections in early 2020, with thousands of new cases linked to clusters in migrant workers (MWs) dormitories. To control the spread, the Government attempted to isolate the dormitories, test workers and move symptomatic patients into quarantine facilities. But those measures have left thousands of them trapped in their dormitories, living in cramped conditions that make social distancing near impossible. This paper investigates how COVID-19 has impacted the lives of these workers in varied ways and highlights the migrant workers' belief if Singapore’s effort has been enough for them during the COVID-19 pandemic? The focus is mainly on the low-skilled workers from India and Bangladesh, who are prone to be affected in various ways by COVID-19. My collected data show that migrant workers are grateful to the Singapore state for the support extended during COVID-19. I used the concept of subcultures to explain the condition of the workers in the state of Singapore. Because they expect so little social protection from the state, they are genuinely grateful for its support during the pandemic.

Quantitative and spatial-explicit flood risk information is of great importance for strengthening climate change adaptation and flood resilience. Shanghai is a coastal megacity at large estuary delta with rising flood risks. This study aims to quantify the overall economic-societal risks of storm flooding and their spatial patterns in Shanghai.

Based on multiple storm flood scenarios at different return periods, as well as fine-scale data sets including gridded GDP, gridded population and vector land-use, a probabilistic risk model incorporating geographic information system is used to assess the economic-societal risks of flooding and their spatial distributions.

Our results show that, from 1/200 to 1/5,000-year floods, the exposed assets will increase from USD 85.4bn to USD 657.6bn, and the direct economic losses will increase from USD 3.06bn to USD 52bn. The expected annual damage (EAD) of assets is around USD 84.36m. Hotpots of EAD are mainly distributed in the city center, the depressions along the upper Huangpu River in the southwest, the north coast of Hangzhou Bay, and the confluence of the Huangpu River and Yangtze River in the northeast. From 1/200 to 1/5,000-year floods, the exposed population will rise from 280 thousand to 2,420 thousand, and the estimated casualties will rise from 299 to 1,045. The expected annual casualties (EAC) are around 2.28. Hotspots of casualties are generally consistent with those of EAD.

In contrast to previous studies that focus on a single flood scenario or a particular type of flood exposure/risk in Shanghai, the findings contribute to an understanding of overall flood risks and their spatial patterns, which have significant implications for cost-benefit analysis of flood resilience strategies.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.