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In March 2015, following unseasonable heavy precipitation, the River Am burst its banks flooding the village of Ambridge and causing one death and numerous injuries. The lines between fiction and reality became blurred when the BBC offered updates about the weather situation in Ambridge through social media. However, in fiction, as in reality, memories are short; recent village gossip in Ambridge has been dominated by other matters including a certain murder trial and the mix-up with Jill Archer’s chutney. The flood has come and gone.

In this chapter, I will examine the response to, and recovery from, the floods in Ambridge in order to ascertain what lessons have been learned, and whether enough has been done to make Ambridge more resilient to future floods events. I will show how the programme raised important issues in relation to flooding management in England today, and focus upon the increasing responsibilisation of citizens, the tension which exists between framing the flood response in terms of ‘resilience’ or ‘vulnerability’, and the need for people to find someone or something to blame for their misfortune. I conclude that The Archers could play a critical role in maintaining flood awareness in the future.

The Best Management Practices for Sustainable Urban Drainage System including On-Site Detention have been introduced in the Storm Water Management Manual for Malaysia. Flash floods are becoming frequent in the urbanised areas in this country. Inefficient drainage system has been highlighted as one of the factors. Urban drains were reported incapable of coping with the unexpected heavy rainfall. Concrete drains are favourable in construction industry for economic reasons. An experimental research was conducted out to investigate the effectiveness of infiltration integration with drainage system to reduce flash flood. This laboratory research was conducted in the Universiti Teknologi Malaysia. Experiments were performed for selected drainage bed slopes and focussed on several spacing between precast drain sections along the system. The total and infiltrated flow rates, water surface and velocity profiles were examined. The results showed that drain flow rates were reduced by 60.9%–89.6% when the spacing between drain sections were enlarged. Meanwhile, the flow depths in drain sections were dropped by 48.2%–68.9%, and the water velocity was lowered up to 49% as the spacing between drain sections were increased. The study found that the drainage bed slope also influenced the performance of the infiltrated concrete drainage system.

The purpose of this article is to draw attention to how harmful and inaccurate discourses pertaining to disaster responsibility is produced, the negative implications such narratives pose and the role of the media in the ways in which discourses about queerness and disaster are reported.

Throughout this paper, the authors detail examples of media reporting on discourses relating to people with diverse sexual orientation, gender identity, gender expression and sex characteristics (SOGIESC) being blamed and held responsible for disasters across the world. The authors examine the value of such reporting as well as describing the harm blame narratives have on queer people and communities.

There is little value in reporting on accounts of people publicly declaring that people with diverse SOGIESC are to blame for disaster. More sensitivity is needed around publishing on blame discourses pertaining to already marginalised communities.

This article contributes to the developing scholarship on lesbian, gay, bisexual, transgender, queer, intersex, agender, asexual and aromantic individuals, plus other gender identities and sexual orientations (LGBTQIA+/SOGIESC) and disasters by detailing the harm of blame discourses as well as drawing attention to how the media have a role to play in averting from unintentionally providing a platform for hate speech and ultimately enhancing prejudice against people with diverse SOGIESC.

This paper seeks to examine the value of teaching about mental illness through the use of literature.

Using the examples of two colleges in eastern USA that focus on educating students for healthcare careers, the paper examines two different course formats for using literature to teach about mental illness: a course that places the topic within the larger context of medicine and literature; and a freestanding madness and literature course.

While professional education tends towards specialization, it can lead to a monocultural vision that limits approaches to patients and problems alike. Courses integrating mental illness and literature were found to be effective means of counteracting this trend.

The study is limited to two healthcare‐centred colleges in eastern USA.

For mental health clinicians and healthcare professionals in general, literature broadens the scope of both perspectives and analytical tools for understanding mental disorders and responses to them.

While literature courses often contain such themes as mental illness, courses that truly integrate literature with mental illness meet a growing need for interdisciplinary education as a means of preparing more flexibly thinking healthcare professionals.

For the purpose of applied research, we are interested in deriving and measuring multi-level future resilience, from a human capital perspective. This paper aims to set the theoretical foundations for a future resilience index to be launched in 2020.

Based on a review of the literature on individual, organisational and socio-ecological resilience, the researcher has distilled 10 elements of future resilience. These were elaborated into a 20-question index, which has been piloted with an anonymous organisation.

The 10 elements of future resilience, which the index will seek to measure include: emergency preparedness; creative adaptability; technological empowerment; dynamic employability; diversity cultivation; participative governance; systemic responsiveness; resource efficiency; purposeful motivation; and well-being orientation. Illustrative findings from the pilot show that organisational support for resilience across all 10 categories is seen as weaker than individuals’ perception of their own level of resilience.

The areas of strong versus weak performance revealed by the index, either individually or in terms of organisational support, give organisations a clear set of priorities for follow-up.

This paper has demonstrated that future resilience is a highly relevant and useful concept for society, organisations and individuals in these rapidly changing times.

Through the future resilience index, being developed by Antwerp Management School in collaboration with Randstad, this paper wants to encourage behaviours and capacities amongst employees that will increase resilience at the individual, organisational and socio-ecological levels. This is the first multi-level resilience measurement instrument aimed at human capital measurement.

This study aims to address the possibility of integrating some elements of the “radical constructivist” approach to management accounting teaching. It answers the following two questions: to what extent should management accounting educators construct a “radical constructivist” foundation to guide active learning? Then, in which ways can management accounting educators use qualitative methods to facilitate “radical constructivist” education?

The study uses a teaching cycle that implements innovative learning elements, e.g. learning from ordinary people, designed following the principles of “radical constructivism”, to engage students with “externalities” at the centre of their knowledge construction. It adopts an ethnographic approach comprising interviews and participant observation for the data collection, followed by the application of qualitative content and narrative analysis of the data.

The study findings and reflections illustrate that the majority of students respond positively to radical constructivist learning if the educators can develop an innovative problem-solving and authentic environment that is close to their real lives. The radical constructivist teaching cycle discussed in this study has challenged the mindsets of the management accounting students as it altered the traditional objectivist academic learning approaches that students were familiar with. Its use of qualitative methods facilitated active learning. Student feedback was sought as part of the qualitative design, which provided a constructive mechanism for the students and educators to learn and unlearn from their mistakes. This process enriched the understanding of learners (students) and educators of successful engagement in radical constructivist management accounting education and provides a base upon which to design future teaching cycles.

The paper provides proof of the ability of accounting educators, as change agents, to apply radical constructivist epistemology combined with multiple qualitative research methods by creating new constructive learning structures and cultures associated with innovative deep-learning tasks in management accounting education.

Flood resilience is emerging as a major component of an integrated strategic approach to flood risk management. This approach recognizes that some flooding is inevitable and aligns with the concept of “living with water.” Resilience measurement is a key in making business case for investments in resilient retrofits/adaptations, and could potentially be used to inform the design of new developments in flood prone areas. The literature is, however, sparse on frameworks for measuring flood resilience. The purpose of this paper is to describe the development of a fuzzy logic (FL)-based resilience measuring model, drawing on a synthesis of extant flood resilience and FL literature.

An abstraction of the flood resilience system followed by identification and characterization of systems’ variables and parameters were carried out. The resulting model was transformed into a fuzzy inference system (FIS) using three input factors: inherent resilience, supportive facilities (SF) and resident capacity.

The resulting FIS generates resilience index for households with a wide range of techno-economic and socio-environmental features.

It is concluded that the FL-based model provides a veritable tool for the measurement of flood resilience at the level of the individual property, and with the potential to be further developed for larger scale applications, i.e. at the community or regional levels.

The Foresight Future Flooding (FFF) project researched flood risk in the UK to the year 2100 for central government, using scenarios and a national risk assessment model backed by qualitative analysis from panels of some 45 senior scientists. The purpose of this paper is to assess the impact of the project, both nationally and internationally.

This paper assesses the impact of the FFF project, both nationally and internationally, using web searches, document analysis, and a questionnaire survey of key actors in the flood risk management policy field.

It was found that the penetration of the project into professionals' consciousness was high in relation to other comparable projects and publications, and its impact on policy – both immediately and continuing – was profound. The FFF initiative did not create policy change, however, but facilitated its legitimation, adding impetus to what was already there, as one element of a part‐catalytic and part‐incremental process of policy evolution.

Special circumstances, internal and external to the project, mean that this cannot be a simple model for matching research to policymakers' needs in the future.

Important lessons may be learnt from this project about both the methods of forward‐looking foresight‐type research, and the way that its results are disseminated to its target audiences.

This is an innovative attempt to assess the impact of a new type of foresight project.