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New methods to introduce topics in classrooms are needed to enhance the construction management educational experience. One of these new methods is showing real time videos that highlight the various elements of concern in the classroom lecture. The purpose of this paper is to use augmented reality technology (ART) and a layer of artificial visualizations to simulate the environmental context and spatio-temporal constraints of various construction processes. The superimposition of images serves as an instructional mechanism to virtually incorporate jobsite experiences into classrooms. This enhancement of spatio-temporal constraints enables learners to visualize context and hidden processes otherwise unattainable through traditional classroom lectures.

A significantly improved perception of reality is created through the combination of the learners’ ability to understand the complexity of construction products (e.g. assemblies) and associated jobsite processes by viewing the real environment augmented with computer-generated information layers.

Testing the ART video in a classroom with undergraduate construction management students showed that students who were exposed to the ART video were able to remember and identify the highlighted elements in the corresponding assembly more effectively than those who were not.

ART is a valuable tool in enhancing classroom learning and gives educators a teaching advantage when they combine traditional classroom lectures with ART enabled media.

The study examines the antecedents of responsible financial management behavior among young adults in India and explores the role of financial risk tolerance as a moderating variable.

The sample includes young adults in the age group of 18–35. The analysis uses a two-step approach via standard partial least squares structural modeling (PLS-SEM) and ordinary least square (OLS) regression.

Structural modeling results show that financial attitude fully mediates the relationship between financial knowledge and responsible financial management behavior, and locus of control influences responsible financial management behavior. Financial risk tolerance moderates the relationship. Among demographic factors, age and occupation influence responsible financial management behavior.

The financial knowledge used in the survey are based on self-reported responses. The future study can include participants from both developed and emerging countries to assess similarities and differences.

Despite the growing focus on improving financial literacy, there are growing concerns regarding responsible financial behavior. Since financial services is related to fiduciary responsibility, managers and policymakers need to ensure that financial knowledge results in improving financial attitude, which further leads to responsible financial behavior.

The present study from an emerging country will add value to the literature.

During the last few decades social resilience and social vulnerability have been two crucial sociological concepts for everyone involved in crisis and disaster management. The fundamental purpose in the present analysis is based on the consideration of resilience from a sociological perspective and the notion of social capital, its proper features, dynamics and processes within different groups of people involved in a disaster process.

All these social components could be evaluated as social indicators of vulnerability and resilience according to the sociological approach and its main theories about social capital and resilience, social and methodological implications. The operative context of this theoretical reflection has been constituted by megacities, considered as the “new” social space where, nowadays, major social relations and risk reduction actions take place through a collaborative pattern not based on a top down organizational model.

Attention is focused on the sociological findings as the importance of social cohesion, strengthening social relationships with particular consideration for the crucial role of social capital during all stages of the disaster process: prevention and preparedness, planning, warning communication, physical and psychological impacts, emergency and disaster response, recovery and reconstruction with the specific aim of enhancing social resilience and attempting to diminish social vulnerability.

The originality of this proposal in the field of disaster resilience is its use of the sociological approach and its theoretical characteristics and instruments, such as, for example, the definitions of social capital. The consideration for this topic will be future challenges to improve urban disaster risk reduction according to social relationship and its characteristics of interconnection and multidimensionality.