This volume encompasses latest research presented on the 6th edition of the Disaster Management Conference. The research published in this book is contributed by academics and experts on public health, security and disaster management in order to assess the potential risk from various disasters and discuss ways to prevent or alleviate damage. As the human population has continued to concentrate in urban areas the number of people and the value of property affected by both natural and man-produced disasters has also grown. Earthquakes, floods, hurricanes, cyclones, tornadoes and forest fires have all taken their toll, as have man-made catastrophes such as industrial spillages and terrorist attacks. It is important to understand the nature of these global risks to be able to develop strategies to prepare for these events and plan effective responses in terms of disaster management and the associated human health impacts. The included paper cover various subject areas, including: Disaster analysis; Disaster monitoring and mitigation; Emergency preparedness; Risk mitigation; Risk and security; Resilience; Socio-economic issues; Health risk; Human factors; Multi-hazard risk assessment; Case studies; Learning from disasters and man-made disasters.

Since 2007, the repeated financial crises around the world have brought to the headlines financial practices and models considered to fuel the economic instabilities. Deep Dive into Financial Models: Modeling Risk and Uncertainty comes handy in demystifying the underlying quantitative finance concepts. With a limited use of mathematical formalism, the book explains thoroughly the models, their hypotheses, principles and other building blocks. A particular care is given to model limitations and their misuse for investment strategies, asset pricing, or risk management. Its reader-friendly nature provides readers with a head start in quantitative finance.

American education is at a critical juncture because the traditional skills taught in schools and universities might no longer be valid to prepare students for a global economy. This is a prevailing argument in the education reform debate. Corporations are now being turned to for the solution. Regarding western educational discourse, transitional periods in education extend as far back as the Middle Ages in Europe. In America, since the turn of the century there has been an underpinning influence on education: the role of business. Yet, how often do we hold businesses accountable for their contributions to education? Business and education alliances can greatly benefit the system on both the K-12 and university levels. However, if the work that education is supposed to accomplish is underestimated and the plight of education is handed blindly over to a corporate paradigm, there might be more harm done than good. For some, it might seem unsavory that education has turned into a profitable business. For others, it is a dream come true. Although several scholars have analyzed the correspondence between education and the economy, few have examined it using a British pedagogical framework combined with an economic typology of power. The goal of this book is to explore the existence of certain capitalist realities in the American education system to find a balance between the distinct ideologies of education and business. This book is a theory-building exercise that centers on a descriptive multiple-case study of two senior high schools: a private, Jesuit school with a mission to educate students for university disciplines and a public charter school designed for career preparation, both located in Washington, D.C. A combination of survey, dialogic, observational, and documentary techniques was employed in a multi-methodological approach. This enterprise draws on Basil Bernstein's pedagogical theory of symbolic educational knowledge codes while attempting to fill a gap in its theoretical apparatus. The endeavor highlights some effects of alliances between business and education, while exploring concepts of power, critical thinking, and knowledge. A realist theoretical lens is a key component in this study where business norms are conceptualized as a social entity ontologically effectual to educational processes. Traditional forms of education are revealed to be in competition with alternative forms of education, where the high-technology age is perceived as a contributor to educational change. One of the unique analyses drawn from the research fieldwork elucidates differences between a religious paradigm and a careerist pedagogical approach. Ultimately, three contextual themes emerge from the data: entrepreneur ethics, social skills, and technology; all of these are indications of how business mores are apparent in education. The salient theme in this endeavor is the control of knowledge by institutions and/or individuals. The Imprint of Business Norms on American Education is an important book for social entrepreneurs, education reformers, education and sociological studies.

With all that we know about how students learn, the nature of the world they will face after graduation, and the educational inequities that have existed for centuries, maintaining a traditional, one-size-fits-all approach to teaching and learning is tantamount to instructional malpractice. International security, the success of global economies, and sustainability as a global society all depend on the success of our education system in the years to come. It's our obligation to prepare our students for their future-not our past. Authors Eric C. Sheninger and Thomas C. Murray outline eight keys-each a piece of a puzzle for transforming the K-12 education system of teaching and learning-to intentionally design tomorrow's schools so today's learners are prepared for success . . . and stand ready to create new industries, find new cures, and solve world problems. The traditional model of schooling ultimately prepares students for the industrial model of the past. If we want our students to become successful citizens in a global society, we must dramatically shift to a more personal approach. Failure is not an option. We can no longer wait. Let Learning Transformed show you how you can be a part of the solution. The authors encourage you to use the hashtag #LT8Keys to continue the discussion online.

This book is a joint endeavour of the three partner universities to develop a book with in-depth and state-of-art analysis for the academic community of East Asia and the world. Past disasters, like the 2008 Great Sichuan Earthquake in China and the 2011 Great East Japan Earthquake, saw good efforts of East Asian countries in helping each other. Such a trend has been further strengthened in these countries' recent cooperation and mutual support in their fight against Covid-19 pandemic. While China, Japan, and South Korea are geographically and culturally contiguous and hence may share some characteristics in their risk management principles and practices, there may also be many significant differences due to their different socioeconomic and political systems. The commonalities and variances in East Asia risk management systems are also reflected by their recent responses to the Covid-19 challenges. While all three countries demonstrated overall success in controlling the epidemic, the measures taken by them were different. This research will be of interest to policymakers, scholars and economists.

'In a time when too many minds seem closed, this is a masterful analysis of what it takes to open them' Adam Grant, author of the bestselling Think Again 'Optimistic, illuminating and even inspiring' Guardian As the world is increasingly polarised, it feels impossible to change the mind of someone with a conflicting view. But this book shows that you could be one conversation away from changing someone's mind about something, maybe a lot of things. Self-delusion expert and psychology nerd David McRaney sets out to discover not just what it takes to influence others, but why we believe in the first place. Along the way he meets a former Westboro Baptist Church member who was deradicalised on Twitter, goes deep canvassing to see how quickly people will surrender their character-defining views, finds a 9/11 Truther who turns his back on it all, and reveals how, within a few years, half a country can go from opposing the 'gay agenda' to happily attending same-sex weddings. Distilling the latest research in psychology and neuroscience, How Minds Change reveals how beliefs take hold, not over hundreds of years, but in less than a generation, in less than a decade, and sometimes in an instant.

Collective decision making seems a straightforward matter: people come together and decide. But why is it that today's winners can turn into tomorrow's losers? Why can't you always get what you want? How does the interaction between the decision makers influence the outcome? And are opportunists better off than stubborn decision makers? This book takes a refreshing look at collective decision making by using models of evolutionary biology and naturalistic decision making to analyse real-world cases. These cases include the rise and fall of the Dutch high-speed railway project and the unexpected effects of introducing public-private partnerships to connect the new Thai national airport to Bangkok. Gerrits and Marks successfully guide the reader towards an in-depth understanding through rich empirical research and uncover the beautiful complexity of collective decision making. Understanding Collective Decision Making will be of great interest to academics working in public administration, political science and evolutionary theory. Public managers will also find this book helpful to understand why and how collective decisions are formed.

Risk management is a vital concern in any organization. In order to succeed in the competitive modern business environment, the decision-making process must be effectively governed and managed. Research, Practices, and Innovations in Global Risk and Contingency Management is a critical scholarly resource that provides an all-encompassing holistic discussion of risk management and perception, while giving readers innovations on empirical risk-contingency management research and case studies. Featuring coverage on a broad range of topics, such as contingency planning, project management, and risk mitigation, this book is geared towards academicians, practitioners, and researchers seeking current research on risk and contingency management issues.

What is a fair distribution of resources and other goods when individuals are partly responsible for their achievements? This book develops a theory of fairness incorporating a concern for personal responsibility, opportunities and freedom. With a critical perspective, it makes accessible the recent developments in economics and philosophy that define social justice in terms of equal opportunities. It also proposes new perspectives and original ideas. The book separates mathematical sections from the rest of the text, so that the main concepts and ideas are easily accessible to non-technical readers.
It is often thought that responsibility is a complex notion, but this monograph proposes a simple analytical framework that makes it possible to disentangle the different concepts of fairness that deal with neutralizing inequalities for which the individuals are not held responsible, rewarding their effort, respecting their choices, or staying neutral with respect to their responsibility sphere. It dwells on paradoxes and impossibilities only as a way to highlight important ethical options and always proposes solutions and reasonable compromises among the conflicting values surrounding equality and responsibility.
The theory is able to incorporate disincentive problems and is illustrated in the examination of applied policy issues such as: income redistribution when individuals may be held responsible for their choices of labor supply or education; social and private insurance when individuals may be held responsible for their risky lifestyle; second chance policies; the measurement of inequality of opportunities and social mobility.