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Notes the recent increase in interstate shipments of hazardous materials, by road, in Malaysia following rapid expansion in the manufacturing sector. Although there has been no major accident involving transportation of hazardous materials, the high rate of road accidents has raised great concerns concerning motor vehicles carrying hazardous goods and petroleum products. Determines the emergency preparedness and response plans of the transportation companies. Data were obtained from management and drivers, and the results revealed that the companies did not have a proper management system of safe transportation, had inadequate training of personnel, and the transport vehicles were not provided with appropriate tools and equipment for emergency response during mishaps. The drivers lacked general awareness and principal knowledge of hazardous material emergency response. Suggests that there is an urgent need to stipulate legal requirements for hazardous material transportation in Malaysia.

Major hazard organizations are dealing with hazardous material exceeding the threshold quantity. Major hazard organizations are relatively secure areas and cannot fail from single error. However, failure of an organization to control hazardous material usually results in a technological man‐made disaster. The conditions preceding the onset of technological man‐made disaster are collectively called the technological man‐made disaster precondition phase “incubation period”. A model has been developed representing the technological man‐made disaster pre‐condition phase where it focuses on the origin of the technological man‐made disaster. The model was based on detailed analysis of four technological man‐made disasters at major hazard installations in Malaysia.

Malaysia, which is in an intermediary phase of development and industrialization, has experienced various magnitudes of disasters ranging from biological, structural collapse, fires and explosions, landslides to meteorological incidents. The first major disaster that could be linked with the development of the country was the collapse of a four‐storey building in 1968. This article describes how, by applying a grounded theory approach, examination and analysis of archival data were conducted to identify the phases and latent errors of this landmark disaster.

Grounded theory approach was utilized to develop a substantive theory of socio‐technical disaster preconditions.

Data indicated that the disaster had developed in phases as found by other disaster scholars. Regulatory failures were found to be one of the main causes of the disaster. The disaster appeared to be an inevitable consequence of the inability of the laws and regulations to keep in tandem with the rate of development and industrialization of the nation.

The discussion of the implications of the disaster will be of particular value for developing nations.

A disaster and a crisis are two different, and related events. The two terms are sometimes used interchangeably. Man‐made disaster that occurs at an industrial organization, may develop into an industrial crisis. Crisis can happen to any organization. It has been noted that there were no universally accepted definitions yet developed for disaster and crisis. There is also no universally available criteria, to define the disaster in terms of the consequences, such as the casualties and the cost of damage. This paper reviews the definitions, types, characteristics, criteria and models of disaster and crisis. Also the types of crisis were rearranged and the differences between the disasters and crises have been summarized.

The purpose of the research is to identify the phases associated with the development of disasters, understand their underlying causes and learn lessons from them.

Using a grounded theory approach, reports of the tribunal of inquiry into the three fire disasters in the country were used to analyze the data.

Data demonstrated that these disasters were not sudden cataclysmic events but developed in phases. Pre‐disaster period is found to consist of four phases, namely, operation, incubation period, forewarning and activation. The onset was found to be caused by active errors while the underlying causes are attributed to the latent errors. These latent errors accumulated within the organization during the incubation period. Emergency response was poor due to lack of knowledge on emergency response, inadequate safety and emergency planning and insufficient equipment. Ensuing these disasters, there were establishment of social entity, formulation of new legislations, or amendment of laws and regulations took place in the society.

The disaster developmental and error model proposed was based only on three major fire disasters and future studies could corroborate the model using other types of socio‐technical disasters. the vast majority of incidents could be foreseen early and could have consequently been prevented by proper application of existing experience and dissemination of learning from past events. Understanding of the development and causes of the disasters provides a tool for organizational and institutional diagnosis of vulnerability and risks.

Besides the negative impacts of disasters to the life and properties, they present rare windows of opportunity to learn from past mistakes, make improvements for the future and prepare to avoid future crises or minimize the impacts if they occur.

The paper substantiates and extends the developmental theory of disaster and systemic approach of disaster error. The hindsight gained from these negative events could be utilized by government and enterprises, particularly the safety and emergency managers, to design organizational structures that will help reduce the likelihood of disaster as a nation progresses.

Environmental problems are caused directly or indirectly by the patterns of production by industries, patterns of consumption and behavior of the consumers. The shaping of attitude and values, commitment and skills needed to preserve and protect the environment begins at an early age. Hence educators play an influential role in developing new patterns of behaviors for individuals. Accordingly, aims to determine the level of knowledge, environmental concern and ecologically conscious consumer behavior and identify the extent of involvement in nature‐related activities of school teachers. Also investigates the relationships between these variables. The subjects were 285 school teachers who were randomly selected from ten regular government schools in the state of Selangor, Malaysia. A survey was conducted using drop and collect method. The data illustrated the presence of high level of environmental concern among the teachers. The environmental knowledge was fair but generally poor in understanding of the underlying causes of environmental problems. The practices of environmentally responsible behavior were not in concert with the level of concern and knowledge. The respondents were not actively involved in nature‐related activities. Proposes ways of enhancing the ecological awareness and responsibilities of the teachers.

The forest fire experiences of Malaysia, Singapore, the Philippines and Thailand in 1997 are reviewed. The problems of transnational co‐operation in such cases are examined and the resulting joint lessons are presented.

The purpose of this paper is to argue that there is still much scope for improvement in planning and training, for both actors and disaster victims, in the front line of disaster management in Malaysia. Although the established ethos of Malaysia's public service sector has tended to be one of control from above, there is promise and virtue in seeking to promote a professional culture. Ideas and recommendations in finding new solutions to old problems can move upwards as well as downwards due to the technical design in rules and regulations which is now to be accompanied by organisational design.

Research was undertaken to determine attitudes of actors in disaster management mechanism in Malaysia.

The actors in public service sectors in Malaysia had a negative attitude towards disaster planning implementation because they are usually not familiar with the Standard Operational Procedure in handling land disaster management in Malaysia called the MNSC Directive 20. Social learning is about initiative of organisations and policy makers in learning through actor's interactions with others and through the knowledge and expertise of others.

The paper shows that the MNSC Directive 20 document is not available for public scrutiny and restricted for reasons of national security, which limits the policy's effectiveness. Even then, documents were circulated for office use only. Learning from status of current policy implementation and suggestion will promote awareness raising and capacity building from the inside of organisations.

The issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.

A qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.

This preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.

This paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.

The results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.

To the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.

The paper focuses on Malaysia's huge waste challenges and how circular economy practices can turn that into increased and sustained economic growth.

Published official reports on the country's sustainable development initiatives, policy statements from local authorities and government agencies as well as UN bodies and other secondary materials were sourced for this article.

The paper finds that Malaysia's waste can be used in generating wealth for the country if and when a conscious effort is made towards establishing a sound circular economy in the country. It also sees enormous opportunities that exist for cooperative models of social enterprises and business innovations.

The paper details the numerous policies and initiatives that the Malaysian government has embarked upon in recent times and scrutinises them to decipher the direction of country's bid for sustainable development. It also carries details of what can be done to achieve circularity as well as the benefits that can accrue from that.