Robby Soetanto – författare

The Global Collaboration initiatives related in this book are examples of how educators have experimented with different mechanisms to provide science, technology, engineering and mathematics (STEM) education programmes through information and communication technologies. In many cases, these programmes have looked at the allied personal communication and collaboration skills that students of these subjects also need: the so-called STEM+ curriculum. In particular, these approaches to STEM+ provision show how the internationalization of education can be made more effective and accessible through the exploitation of collaborative technologies and non-traditional pedagogies. The approaches address the following themes: technologies for distance learning and collaboration pedagogies for online learning remote communication and collaboration An international perspective is made possible within the book through the inclusion of authors from North America, Europe and Asia. These authors present case studies from technology-enhanced learning projects over the past six years.

Recurring and worsening flood incidence around the world has necessitated the understanding and strengthening of community-based flood risk management from an international perspective. This handbook emphasises the need for community action as part of an integrated flood risk management approach, highlighting case studies that have received recognition and made positive impacts, resulting in resilience-enhancing actions which can improve global community understanding. The content has been arranged such that it covers flood risk management approaches in the three main interfaces of before, during and after the flood event. Experts writing on case studies from Africa, Oceania, Europe, Asia and the Americas come together to present lessons from regional and continental experiences that will be useful in providing an understanding of the nature and effectiveness of the human-centred approach. The successful implementation of local and scientific knowledge as complementary measures is also highlighted in a systematic review on the use of technologies for flood risk reduction. This interesting and diverse range of contributions seeks to showcase opportunities for cross-cultural knowledge transfer and uptake in the field of flood risk management.This handbook is essential reading for researchers, policy makers and leaders involved in flood and disaster management in the built environment, risk assessment, environmental and civil/construction engineering and community action planning.

Recurring and worsening flood incidence around the world has necessitated the understanding and strengthening of community-based flood risk management from an international perspective. This handbook emphasises the need for community action as part of an integrated flood risk management approach, highlighting case studies that have received recognition and made positive impacts, resulting in resilience-enhancing actions which can improve global community understanding. The content has been arranged such that it covers flood risk management approaches in the three main interfaces of before, during and after the flood event. Experts writing on case studies from Africa, Oceania, Europe, Asia and the Americas come together to present lessons from regional and continental experiences that will be useful in providing an understanding of the nature and effectiveness of the human-centred approach. The successful implementation of local and scientific knowledge as complementary measures is also highlighted in a systematic review on the use of technologies for flood risk reduction. This interesting and diverse range of contributions seeks to showcase opportunities for cross-cultural knowledge transfer and uptake in the field of flood risk management.This handbook is essential reading for researchers, policy makers and leaders involved in flood and disaster management in the built environment, risk assessment, environmental and civil/construction engineering and community action planning.

This edited book highlights the innovative ways in which a wide range of public and private stakeholders are collaborating and partnering in an endeavour to co-develop solutions that aim to improve the resilience of communities to flooding. Despite increased investments in flood risk management, government efforts in mitigating flood disasters remain under severe pressure and community support is fundamental in encouraging and upscaling local resilience strategies. At the core of this book is a demonstration of how countries are leveraging options in partnerships towards mobilising resources for both community and government efforts in enhancing flood resilience at the local, regional and national levels, and before, during and after flood events. Insights from the positive impact of partnerships are shared and lessons are evaluated for adaptation into a global understanding of resilience-enhancing frameworks for country-specific use and guidance.The chapters seek to cut across people, industry, the built environment and the natural environment in highlighting how challenges in partnerships are dealt through effective communication, legal and coordination practices, knowledge production, monitoring and evaluation, social incentives and green financing and funding. This book offers policy makers, government officials and researchers in environmental and civil engineering, geography and the built environment a deeper understanding of how partnerships can be leveraged as an alternative management approach for mitigating flood hazards.

The Global Collaboration initiatives related in this book are examples of how educators have experimented with different mechanisms to provide science, technology, engineering and mathematics (STEM) education programmes through information and communication technologies. In many cases, these programmes have looked at the allied personal communication and collaboration skills that students of these subjects also need: the so-called STEM+ curriculum. In particular, these approaches to STEM+ provision show how the internationalization of education can be made more effective and accessible through the exploitation of collaborative technologies and non-traditional pedagogies. The approaches address the following themes: technologies for distance learning and collaboration pedagogies for online learning remote communication and collaborationAn international perspective is made possible within the book through the inclusion of authors from North America, Europe and Asia. These authors present case studies from technology-enhanced learning projects over the past six years.