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This paper analyses how disaster risk management paradigms have gradually developed since the 1960s, shaped by practical experience of-and the debate about-the rising number of disasters, growing urbanization, and changing climatic conditions. In this context, climate change is shown as driving an urban pro-poor adaptation agenda, which could allow current shortcomings in urban risk reduction to be overcome. However, as past lessons in disaster risk management are rarely considered, any potential for improvement remains untapped. Possible ways of rectifying this situation are discussed, and a comprehensive framework for the reduction of both disaster and climate risks is presented.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning. This chapter provides a comprehensive review of social networking in education from a design perspective. Social networking is defined based on Boyd & Ellison’s seminal definition of connected profiles, and is distinguished from social media for the purposes of investigation. Facebook, Edmodo, and other social networking platforms are briefly described, before summarizing the wide variety of social networking usage reported in the research literature. The various benefits of social networking in education are distilled from the literature, including their capacity to facilitate community building, collaboration, reflection, and expedient access to learning. Issues surrounding the educational use of social networking are also organized into themes, for instance privacy concerns, distraction, cyber-safety, and technical constraints. The implications of findings from the social networking literature are synthesized into learning design and implementation recommendations. The chapter concludes with a discussion of open questions and areas for further investigation.

Affordable housing has become an important issue with the greatest need being in urban centres. Currently, an increase in urban population growth is higher than the supply of affordable housing, and this has resulted in a severe shortage of affordable housing as house builders are unable to construct houses at prices which are low enough for urban middle income households. Despite efforts by the Malaysian government to launch homeownership schemes for first-time homebuyers, most private housing developers might not be motivated to participate in these schemes. One of the major reasons for the disappointing supply affordable house under these schemes is mainly due to institutional and economic issueslinked to the construction of such houses in the country. This paper looks at the challenges facing private housing developers in affordable housing provision and makes recommendations to address housing affordability in the country.

Gender-based abuses (GBAs; more frequently referred to as ‘violence against women’) have been a concern of current day feminists and their predecessors, dating back centuries, but only came under broader scrutiny in the latter half of the twentieth century. The goal of this chapter is to provide a historical overview of the emergence of feminist concerns and activism that led to a largely global identification and recognition of the prevalence and ramifications of GBA. The chapter includes a range of GBAs, such as sexual harassment, stalking, sex trafficking, and forced marriage, but focusses primarily on intimate partner abuse and rape. It is beyond the scope of one chapter, or even one book, to adequately address the efforts to respond to GBA across the world. Instead, the authors hope to describe the work by feminist activists and scholars to identify GBA as a serious and prevalent social problem, the various and often overlapping types of GBA, and the work to design and implement a range of responses to deter GBA, advocate for GBA survivors, hold gender-based abusers accountable, and provide safer communities. In addition to the early attempts to assess and respond to GBA, this chapter covers some of the most original and innovative documentations and responses to GBA from across the globe.

This paper describes the results of non-linear elasto-plastic implicit dynamic finite element analyses that are used to predict the collapse behaviour of cold-formed steel portal frames at elevated temperatures. The collapse behaviour of a simple rigid-jointed beam idealisation and a more accurate semi-rigid jointed shell element idealisation are compared for two different fire scenarios. For the case of the shell element idealisation, the semi-rigidity of the cold-formed steel joints is explicitly taken into account through modelling of the bolt-hole elongation stiffness. In addition, the shell element idealisation is able to capture buckling of the cold-formed steel sections in the vicinity of the joints. The shell element idealisation is validated at ambient temperature against the results of full-scale tests reported in the literature. The behaviour at elevated temperatures is then considered for both the semi-rigid jointed shell and rigid-jointed beam idealisations. The inclusion of accurate joint rigidity and geometric non-linearity (second order analysis) are shown to affect the collapse behaviour at elevated temperatures. For each fire scenario considered, the importance of base fixity in preventing an undesirable outwards collapse mechanism is demonstrated. The results demonstrate that joint rigidity and varying fire scenarios should be considered in order to allow for conservative design.

Thermonuclear fusion is on the way, and beyond it the promise of limitless power derived from hydrogen in water and air. The challenge for the next few years will be to eke out our fossil fuels, and the most plentiful by far is coal. So how to reform a fuel that has long been considered the most environmentally unfriendly of them all?

Given the increasing global focus of many aspects of our society, researchers have taken significant steps in understanding the impact of culture on various psychological states. This review focuses on the stressor–strain relationships within the context of cross-cultural and cross-national studies. Using research findings from the United States as a baseline, we identify common and unique themes concerning the stressor–strain relationships between different countries, and clarify the differences between cross-national and cross-cultural studies. Furthermore, we consider cross-cultural and cross-national occupational stress research from an individual differences perspective. We encourage future studies to adopt this perspective and carefully consider the implications of cultural values on occupational stress research at the individual, group, and country levels.